Show simple item record

dc.contributor.authorEnochsson, Ann-Britt
dc.contributor.authorRizza, Caroline
dc.date.accessioned2014-03-27T14:35:13Z
dc.date.available2014-03-27T14:35:13Z
dc.date.issued2009-11
dc.identifier.urihttp://hdl.handle.net/123456789/2531
dc.description.abstractThis research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002–2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors' pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone.es_ES
dc.language.isoenes_ES
dc.publisherOECDes_ES
dc.relation.ispartofseriesEducation Working Papers;38
dc.subjectFormación docentees_ES
dc.subjectTecnología de la informaciónes_ES
dc.titleICT in Initial Teacher Training : Research Reviewes_ES
dc.typeWorking Paperes_ES


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record