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ERIC Number: EJ833782
Record Type: Journal
Publication Date: 2009-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1475-939X
Why Do Some Student Teachers Make Very Good Use of ICT? An Exploratory Case Study
Hammond, Michael; Crosson, Sue; Fragkouli, Elpiniki; Ingram, Jennifer; Johnston-Wilder, Peter; Johnston-Wilder, Sue; Kingston, Yvette; Pope, Melanie; Wray, David
Technology, Pedagogy and Education, v18 n1 p59-73 Mar 2009
This paper reports the findings from a study of student teachers at a university-school initial teacher education partnership in England. Forty student teachers, on primary and secondary teacher education programmes, were identified through tutor and mentor reports as making very good use of information and communication technologies (ICT). These student teachers were interviewed, and in many cases observed, teaching a lesson using ICT. Interviews covered their use of ICT in a particular lesson; their past experience of using ICT; factors encouraging or discouraging their use of ICT in school; and their beliefs about teaching and learning. Observations recorded their uses of hardware and software. Findings indicate that access, support for, and modelling of, ICT use in the classroom were key issues in developing this very good use of ICT. Equally important, however, seemed to be the belief that ICT could make a positive difference to teaching and learning and a willingness to "learn by doing". These findings are reported in the context of the wider literature. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)