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A study of Information and Communication Technology integration by faculty teaching in a ubiquitous laptop Bachelor of Education program.

机译：通过无处不在的笔记本电脑教育学士课程中的教师教学研究信息和通信技术集成。

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摘要

The fast pace of technological change within education has made it challenging for Faculty of Education professors to keep current with the integration of Information and Communication Technology (ICT) into teaching. This study focuses on an Ontario university Faculty of Education's ubiquitous laptop program. Diffusion of innovation theory was used as a conceptual framework to examine how Faculty of Education professors perceive they are learning and integrating ICT into the preservice program despite a lack of formal ICT standards in the education system of Ontario.;The findings from the faculty survey and interviews indicate that while many professors often integrated technology in their teaching, there existed a wide range of skills, confidence levels, and amount of ICT integrated into teaching among faculty. Issues influencing the adoption of effective technology integration that arose from the study include: lack of faculty development, off task behavior of preservice teachers, lack of time to learn ICT, technical difficulties, technical support concerns, wide range of ICT skills of preservice teachers, and the high cost of the laptops themselves. The lack of provincial ICT standards may have further contributed to the varied degrees of ICT integration at the university as well as that within schools in the practicum setting.;Recommendations were made that have the potential to improve the effectiveness of ICT integration into the Bachelor of Education program and also provide direction for future faculty development initiatives, including faculty development. Findings from this study may be beneficial to researchers who are studying the faculty experience in ubiquitous laptop Faculty of Educations or other educational institutions considering ICT integration.;In 2007, data were gathered through interviews with faculty, administration, technical assistants and recent B.Ed. graduates. The faculty participated in an online survey to determine what ICT was being used and integrated within the B.Ed. program. In the analyses, data were organized into five themes based on Rogers (2003) diffusion of innovations theory: innovations used by faculty, adoption of innovations, organizational support of the adoption, unexpected consequences of the innovation, and increasing the rate of adoption.
机译：教育领域技术变革的快速步伐，使教育学院的教授们难以跟上将信息和通信技术（ICT）集成到教学中的挑战。这项研究的重点是安大略大学教育学院无处不在的笔记本电脑计划。创新理论的传播被用作概念框架来检验教育学院的教授如何看待他们正在学习和将ICT整合到职前教育计划中，尽管安大略省的教育系统中缺乏正式的ICT标准。访谈表明，尽管许多教授经常在教学中集成技术，但教师之间存在广泛的技能，信心水平和信息通信技术。该研究产生的影响采用有效技术集成的问题包括：教师队伍的缺乏，职前教师的任务外行为，缺乏学习ICT的时间，技术难题，技术支持问题，职前教师的ICT技能广泛，以及笔记本电脑本身的高昂成本。缺乏省级ICT标准可能进一步加剧了大学以及在实践环境中学校内部ICT融合的程度。;提出的建议可能会提高ICT融合到学士学位的效率。教育计划，并为未来的教师发展计划（包括教师发展）提供指导。这项研究的结果可能对正在无处不在的笔记本电脑教育学院或其他考虑ICT集成的其他教育机构研究教师经验的研究人员有所帮助;; 2007年，通过与教师，行政管理，技术助理和最近的B.Ed进行访谈收集了数据。毕业生。该教师参加了一项在线调查，以确定在B.Ed中使用和集成了哪些ICT。程序。在分析中，基于罗杰斯（2003）创新理论的传播，将数据组织为五个主题：教师使用的创新，采用创新，采用创新的组织支持，创新的意外后果以及提高采用率。

著录项

  • 作者

    Laronde, Gerald Joseph Albert.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Information Technology.;Education Technology of.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 269 p.
  • 总页数 269
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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