Student teachers’ first reflections on information and communications technology and classroom learning: implications for initial teacher education

Citation

Sime D & Priestley M (2005) Student teachers’ first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer Assisted Learning, 21 (2), pp. 130-142. https://doi.org/10.1111/j.1365-2729.2005.00120.x

Abstract
This article explores student teachers’ views of the use of information and communication technologies (ICT) in schools. There is limited research literature regarding the perceptions that such students develop in relation to the use of ICT in teaching while observing practice in schools. The paper offers an interpretive analysis of the opinions that a cohort of undergraduate student teachers at a Scottish University expressed in an online forum, following a period of school placement. As part of their Initial Teacher Education (ITE), the students were asked to post messages on the forum in relation to the factors that they perceived as promoting or hindering the use of ICT in schools. Perceptions that students held were found to be complex and varied. Students associated the use of ICT with changes in the nature of classroom relations, as well as a reshaping of learning and teaching. While they welcomed the introduction of ICT as a tool for modernising teaching, students identified a variety of factors that hinder this process. The paper finishes by identifying some of the implications for those working with student teachers in encouraging their development of reflective practice with ICT and enhancing their positive attitudes in relation to the use of ICT in schools.

Keywords
ICT use; student teachers; student attitudes to ICT; reflective observation; online forum; Teachers Training of; Educational technology; Teaching Aids and devices; Information technology Study and teaching; Computer-assisted instruction

Journal
Journal of Computer Assisted Learning: Volume 21, Issue 2

People

Professor Mark Priestley

Professor, Education