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ERIC Number: EJ719222
Record Type: Journal
Publication Date: 2004-Jul
Pages: 13
Abstractor: Author
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1358-1651
The Effects of Case-Based Learning on Early Childhood Pre-Service Teachers' Beliefs about the Pedagogical Uses of ICT
Angeli, Charoula
Journal of Educational Media, v29 n2 p139-151 Jul 2004
The study examined the extent to which case-based learning could have an effect on pre-service teachers' beliefs about the pedagogical uses of ICT in the classroom. One hundred second year early childhood pre-service teachers enrolled in an ICT course participated in the study. Research data were collected with a questionnaire, reflection papers, course evaluations and focus interviews. The findings showed that initially the majority of pre-service teachers had negative beliefs and certain misconceptions regarding the pedagogical uses of ICT and that case-based learning effected their beliefs and conceptions. Future research studies should examine the extent to which a case-based learning approach for the teaching of ICT in pre-service teacher training can actually have an effect on appropriately integrating ICT into real classroom practices.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom