Experimental Model for Instruction of Pre-Service Teachers in ICT Tools and E-learning Environments

This article describes the implementation of an
experimental model for teaching ICT tools and digital environments
in teachers training college. In most educational systems in the
Western world, new programs were developed in order to bridge the
digital gap between teachers and students. In spite of their
achievements, these programs are limited due to several factors: The
teachers in the schools implement new methods incorporating
technological tools into the curriculum, but meanwhile the
technology changes and advances. The interface of tools changes
frequently, some tools disappear and new ones are invented. These
conditions require an experimental model of training the pre-service
teachers. The appropriate method for instruction within the domain of
ICT tools should be based on exposing the learners to innovations,
helping them to gain experience, teaching them how to deal with
challenges and difficulties on their own, and training them. This
study suggests some principles for this approach and describes step
by step the implementation of this model.

Authors:

• Rachel Baruch

Keywords:

• ICT tools
• e-learning
• pre-service teachers.

References:

[1] Bennett, S. (2012). Digital natives. In Z. Yan (Eds.), Encyclopedia of
Cyber Behavior: Volume 1 (pp. 212-219). United States: IGI Global.
[2] Bingimlas, K. A. (2009). The Successful Barriers to Integration of ICT
in Teaching and Learning Environments: A Review of the Literature.
Eurasia Journal of Mathematics, Science & Technology Education,
5 (3), 235-245. Retrieved from:
http://ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf
[3] Dede, C. (2005). Planning for Neomillennial Learning Styles. Educause
Quarterly, 28(1), 7-12. Retrieved from http://www.educause.edu
[4] Dresang, E.T. (2005). The Information-Seeking Behavior of Youth in
the Digital Environment. Library Trends, 54(2). 178-196.
[5] Duncan-Howell, J. (2010). Teachers making connections: Online
communities as a source of professional learning. British Journal of
Educational Technology. 41(2). 324–340. DOI: 10.1111/j.1467-
8535.2009.00953
[6] Evans, J.A. & Foster, J.G. (2011). Metaknowledge. Science 11 ( 331).
721-725. DOI: 10.1126/science.1201765
[7] Feuerstein, R., Klein, P.S., Tannenbaum, A.J. (Eds.)(1999). Mediated
Learning Experience (MLE): Theoretical, Psychosocial and Learning
Implications. Freund Publishing House Ltd.
[8] Frand, J. L. (2000). The information-age mindset. Educause Review,
35(5), 14-24. Retrieved from http://net.educause.edu
[9] Hare, S., Howard, E. & Pope, M. (2002). Technology Integration:
Closing the Gap Between What Pre Service Teachers are Taught To Do
and What They Can Do. Journal of Technology and Teacher Education,
10(2), 191-203. Norfolk, VA: SITE. Retrieved from
http://www.editlib.org
[10] Jimoyiannis, A. & Komis, v. (2007). Examining teachers’ beliefs about
ICT in education: Implications of a teacher preparation programme.
Teacher Development 11(2). 149-173. DOI:
10.1080/13664530701414779
[11] Kirkwood, A. & Price, L. Adaptation for a Changing
Environment: Developing learning and teaching with information and
communication technologies. The International Review of Research in
pen and Distance Learning 7(2). Retrieved from: http://www.irrodl.org
[12] Koutropoulos. A. (2011). Digital Natives: Ten Years After. MERLOT
Journal of Online Learning and Teaching 7(4). 525-538. Retrieved
from: http://jolt.merlot.org/
[13] Kula, A. (2013) Barriers for ICT Integration, Strategies Developed
Against Themand Cases in Turkey. Ministry of National Education
General Directorate of Educational Technologies e-Transformation and
Internet Section Ankara, Turkey. Retrieved from:
http://www.academia.edu.
[14] Lim, P. C. (2002). A theoretical framework for the study of ICT in
schools: a proposal. British Journal of Educational Technology 33( 4).
411–421.
[15] Prensky, M. (2001a). Digital natives, digital immigrants. On the
Horizon 9 (5). 1-6.
[16] Prensky, M. (2001b). Digital natives, digital immigrants, part 2: Do they
really think differently? On the Horizon 9 (6): 1-6. Retrieved
from: http://www.twitchspeed.com.
[17] Seely-Brown, J. (2000). Growing Up: Digital: How the Web Chanes
Work, Education, and the Ways People Learn. Change: The Magazine of
Higher Learning32(2). 11-20.
[18] Slowinski, J. (2000). The Gap Between Preparation and Reality in
Training Teachers to Use Technology. Retrieved from:
http://ts.mivu.org/default.asp?show=article&id=797
[19] Swain, C. & Pearson, T. (2001). Bridging the Digital Divide: A Building
Block for Teachers. Learning & Leading with Technology 28(8). 10-59.
[20] Tapscott, D. (1998). Growing up Digital: The Rise of the Net
Generation. New York: McGraw-Hill.S. Congress, Office of
Technology Assessment. (1995). Teachers and technology: Making the
connection (Online). Retrieved from:
http://www.princeton.edu/~ota/disk1/1995/9541/9541.PDF
[21] Wanberg, CR, & Kammeyer-Mueller, JD (2000). Predictors and
outcomes of proactivity in the socialization process. Journal of Applied
Psychology, 85. 373–385.
[22] Zhao, H., & Seibert, SE (2006). The big five personality dimensions and
entrepreneurial status: A meta-analytic review. Journal of Applied
Psychology, 91. 259–271.