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首页> 外文会议>International Conference on Information Science and Technology Applications >Integrating Technology in Teacher Education Curriculum and Pedagogical Practices: the Effects of Web-based Technology Resources on Pre-service Teachers' Achievement in Teacher Education Training
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Integrating Technology in Teacher Education Curriculum and Pedagogical Practices: the Effects of Web-based Technology Resources on Pre-service Teachers' Achievement in Teacher Education Training

机译：综合教学教育课程与教学实践的技术：基于网络的技术资源对教师教育培训的服务前教师成果的影响

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Teachers' ICT literacy skills and competence is a crucial factor that determines the success and sustainability of integrating the use of web-based technology resources in educational practices. Thus, ensuring effective technology integration in teacher education is accorded a deserving attention in most countries. However, meaningful technology integration in teacher education would require on one hand 'the integration of technology in teacher education curriculum'; and, 'the integration of technology in teacher education pedagogical practices' on the other hand in addition to the need for teacher educators to model the use of technology in their practices. This study examines the effects of integrating web-based technology resources in teacher education pedagogical practices using the inquiry approach in line with the GPM model; and the effects of technology (web-based technology resources) in social studies teacher education curriculum in line with the TPACK theory. Three (3) groups quasi-experimental design involving 45 pre-service teachers was employed for the study. The study therefore investigate and compare the effect of three different interventions (ICT Integration) involving the use of Standard technology; web-resources and power point; and, web-based resources and smart board for groups 1, 2, and three respectively. The participants were selected from four colleges of education. One way ANOVA was used for data analysis. Finding from the study shows significant differences in performance between the research groups. Even though, the analysis of the results shows that all the treatments applied were effective, the use of web-based technology resources applied as treatment for groups 3 and 2 were more effective than the treatment applied for group 1.
机译：教师ICT扫盲技能和能力是决定在教育实践中整合使用基于网络的技术资源的成功和可持续性的关键因素。因此，确保在大多数国家的师范教育中的有效技术一体化。但是，在教师教育中的有意义的技术一体化将在一方面“教师教育课程中的技术集成”;而且，“除了需要教师教育者的需要在其实践中模拟技术的使用外，”技术在教师教育教学实践中的整合。本研究审查了在教师教育教学实践中整合了基于网络的技术资源的影响，符合GPM模型的探讨方法;以及技术（基于网络技术资源）在社会研究教师教育课程中的影响，符合TPACK理论。三（3）组涉及45名职前教师的准实验设计，用于该研究。因此，研究调查并比较涉及使用标准技术的三种不同干预措施（ICT集成）的效果;网络资源和功率点;以及分别为1,2和三组的基于网络的资源和智能板。参与者选自四所教育学院。一种方式ANOVA用于数据分析。从研究中发现，研究组之间的性能差异显着差异。尽管如此，结果的分析表明，所应用的所有治疗方法都有效，使用施用的基于网的技术资源作为组3和2组的治疗更有效地施用于第1组的治疗。

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