NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1130131
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1499-6677
A Quantitative and Qualitative Inquiry into Future Teachers' Use of Information and Communications Technology to Develop Students' Information Literacy Skills
Simard, St├ęphanie; Karsenti, Thierry
Canadian Journal of Learning and Technology, v42 n5 spec iss Fall 2016
This study aims to understand how preservice programs prepare future teachers to use ICT to develop students' information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their final year of an initial teacher training program. Our findings suggest that although future teachers receive formal ICT training as part of their program, information literacy is not formally addressed. Nevertheless, information literacy is perceived to be an important skill. In addition to a lack of formal training, future teachers perceive that barriers such as time constraints and lack of access to necessary technologies in the classroom will prevent them from helping students develop information literacy skills. Based on these results, we propose some practical implications and recommendations for preservice programs and education policy makers.
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A