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Walking the talk

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Going online as a trigger for more authentic use of ICT in teacher preparation

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Walking the talk

  1. 1. Walking the talk: Going online as a trigger for more authentic use of ICT in teacher preparation Peter Albion University of Southern Queensland, Australia
  2. 2. Teacher preparation for using ICT Institutional & personal factors ◦ Teacher beliefs – confidence or self efficacy ◦ Habitus – 12 y  understanding of school ◦ Teachers tend to teach as they were taught Must overwrite school experience ◦ Modeling ◦ Using contemporary tools & methods Teacher educators must change ◦Needs impetus for change ◦ At USQ that has been taking the program online
  3. 3. USQ context 3 Established 1967 ◦ Single campus ◦ Distance since 1980s ◦ Print + audio teleconferencing Teacher Education c 1970 ◦ Face-to-face for UG ◦ Distance for PG Now 3 main campuses ◦ Southern Queensland ◦ Global online offerings
  4. 4. ICT in pre-service teacher education 4 2015201020052000 Core ICT pedagogy course ICT integrated across program Core IT skills course + ICT electives Core ICT pedagogy course
  5. 5. Taking teacher education online 5 2015201020052000 First PG courses online First UG courses online Complete UG program online All PG courses by Distance All PG courses online 70% UG load online All UG courses face-to-face
  6. 6. Data collection 6 TPACK confidence scale at USQ ◦2009 – final year students ◦2010 – all years National project evaluation ◦TPACK confidence scale used as base ◦ Common items included ◦2011 – all years x 2 (May & July) ◦ 9422 responses nationally ◦ 508 responses at USQ
  7. 7. Results 7 ANOVA by program year ◦Confidence increases through program 2009  2011 increase in scores ◦Program performance increased over time 2011 T1  2011 T2 ◦Smaller increases ◦ Short time for change ◦ Consolidated earlier gains USQ vs National ◦ > on 5 of 6 sub-scales at T1 ◦ Positive result for program
  8. 8. USQ year to year comparison 1 1.5 2 2.5 3 3.5 4 provide motivation for curriculum tasks develop functional competencies in a specified curriculum area actively construct knowledge that integrates curriculum areas actively construct their own knowledge in collaboration with their… synthesise their knowledge demonstrate what they have learned acquire the knowledge, skills, abilities and attitudes to deal with… integrate different media to create appropriate products develop deep understanding about a topic of interest relevant to… support elements of the learning process develop understanding of the world plan and/or manage curriculum projects engage in sustained involvement with curriculum activities undertake formative and/or summative assessment engage in independent learning through access to education at a… gain intercultural understanding acquire awareness of the global implications of ICT-based… communicate with others locally and globally understand and participate in the changing knowledge economy critically evaluate their own and society’s values Mean score 2009 2010 2011 T1 2011 T2 How confident are you that you have the knowledge, skills and abilities to support students’ use of ICT to …
  9. 9. USQ-National comparison 2011 T1 0 1 2 3 4 5 6 provide motivation for curriculum tasks develop functional competencies in a specified curriculum area* actively construct knowledge that integrates curriculum areas actively construct their own knowledge in collaboration with… synthesise their knowledge demonstrate what they have learned acquire the knowledge, skills, abilities and attitudes to deal with… integrate different media to create appropriate products develop deep understanding about a topic of interest relevant… support elements of the learning process* develop understanding of the world plan and/or manage curriculum projects* engage in sustained involvement with curriculum activities* undertake formative and/or summative assessment* engage in independent learning …of their own choosing* gain intercultural understanding* acquire awareness of the global implications of ICT-based… communicate with others locally and globally* understand and participate in the knowledge economy* critically evaluate their own and society’s values National USQ How confident are you that you have the knowledge, skills and abilities to support students’ use of ICT to …
  10. 10. Sub-scale comparisons 2011 T1 Confidence 0 1 2 3 4 5 6 TPK* TCK* TPCK* National USQ Usefulness 0 1 2 3 4 5 6 TPK* TCK TPCK* National USQ
  11. 11. Overall result USQ program is ◦Making a difference to TPACK confidence ◦Improving effect over time ◦Higher than national average at start of national project
  12. 12. Possible explanations 2010 reintroduction of ICT pedagogy course ◦ Removed in 2003 accreditation ◦ Integration across program less successful 2009+ online offer of all courses ◦ ≥ 50% of enrolment in any course ◦ Almost all students take some online courses ◦ Increased exposure to ICT for ALL students
  13. 13. Conclusion Cautious optimism Program changes have had positive effects Importance of walking the talk ◦ Use tools and methods of contemporary classrooms ◦ Pre-service students ◦ Experience learning with & through ICT ◦ Observe teacher educators committed to learning ◦ Teacher educators ◦ Teaching online requires more ICT use ◦ Recorded presentations ◦ Synchronous teaching sessions ◦ Result is increasing skills & confidence, higher expectations of PST use
  14. 14. Contact Peter.Albion@usq.edu.au

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