Abstract:
Compulsory information technology subjects are common in many tertiary courses. Computing and information technology are an integral part of disciplines such as Computer Science and Business Studies. However many pre-service teacher education students are surprised and concerned to discover compulsory information technology subjects in their diploma or bachelor of education course.
There is evidence from Australia and overseas that both pre-service and beginning teachers, despite having acquired a variety of personal computing skills, make little use of the computer-based learning technologies available in schools. This paper reflects on results of surveys of two cohorts of primary pre-service teacher education students. The first group was surveyed in November 1997 following the completion of their course. The second group was first surveyed at the commencement of their course, February 1998, and later immediately following their first teaching practicum.
As well as collecting data on computer use for teaching in the schools used for teaching practice, the surveys elicited information on attitudes to computers and concerns about learning technologies in primary classrooms. Results from the surveys are discussed in relation to research into teacher use of computers, and to suggestions from teacher educators and education systems regarding the structure and content of learning technologies subjects in pre-service teacher education courses.
There is evidence from Australia and overseas that both pre-service and beginning teachers, despite having acquired a variety of personal computing skills, make little use of the computer-based learning technologies available in schools. This paper reflects on results of surveys of two cohorts of primary pre-service teacher education students. The first group was surveyed in November 1997 following the completion of their course. The second group was first surveyed at the commencement of their course, February 1998, and later immediately following their first teaching practicum.
As well as collecting data on computer use for teaching in the schools used for teaching practice, the surveys elicited information on attitudes to computers and concerns about learning technologies in primary classrooms. Results from the surveys are discussed in relation to research into teacher use of computers, and to suggestions from teacher educators and education systems regarding the structure and content of learning technologies subjects in pre-service teacher education courses.