Information and communication technologies in university teaching and in teacher education: journey in a major Québec's university reality (original) (raw)
Related papers
The author first reviews the scholarly literature on the epistemological issues underpinning the integration of communications and information technologies into university teaching. He then identifies the impact of these issues on the use of CITs in teacher training. The paper presents the results of a study carried out with the teaching staff at Université de Sherbrooke concerning computer literacy profiles, attitudes towards computer technology and the methods used to integrate CITs into teaching at the undergraduate level. These results are examined in the light of conclusions based on a review of English-speaking scientific literature.
ICT in Higher Education: Role of teacher in the new era
Our Heritage Journal, 2020
Information and Communication Technology (ICT) helps in reaching out to a multitude of population. It enables bringing together students from remote areas so that they can be imparted lesson at the same time. Modern technology has made it possible to reach out to students irrespective of place and time. Use of ICT in education has also made self learning possible. The traditional role of the teacher has been replaced with emails, virtual classrooms, printed matter to name a few. This paper tries to determine the role of teacher in this changing scenario of teaching and learning. A small scale survey was conducted and data was collected from 100 students pursuing post graduate education in the distance mode after completing graduation in the regular mode. Data was collected using semi-structured questionnaires and the responses of the students were analyzed qualitatively only. The data obtained revealed that students enjoyed interaction with the teachers. However, teachers need to be trained in using this information and communication technology optimally and efficiently so that students stand benefitted the most.
Educational Technology in a French Teacher Training University: Teacher Educators 'Voice
International Journal of e-Learning and Distance Education, 2016
This research examined the use of educational technology in a teaching training university in France and identified useful dynamics related to designing formative activities for the use of educational technology for teacher educators and student-teachers. The data was gathered by way of a semi-structured interview with four teacher educators, each with different responsibilities and skills. The transcripts were analysed qualitatively through grounded theory methodology. We proposed a first data exploration, where main elements in the data were outlined and then critically discussed contrastive categories that emerged. The findings of our study allowed us to identify elements that support the process of teachers’ appropriation of technological tools and open further spaces to investigate the role of new technologies in the teacher training university. Cette recherche a examine l'utilisation de la technologie educative dans une universite de formation des enseignants en France...
Teaching with technology and higher education: a brave new world?
PRACTICE, 2019
This paper explores the application of technology to pedagogy in higher education. The data are gathered from 21 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. The findings reveal that a complex range of personal, social and professional factors influence pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining some of the challenges that exist in using technology to teach in higher education. The research participants do not think that applying technology to teaching is necessarily representative of best pedagogical practice. Caution and thought are recommended if pedagogy with technology in higher education is to be developed effectively. The research reveals that transformative pedagogy is possible when technology is applied to teaching in higher education; however, this necessitates considering the needs of the students alongside reflecting on the personal, social and professional backgrounds of those who are teaching in higher education. This innovative approach to professional development with technology is developed in the paper.
The Theory and Practice of Teaching with Technology in Today's Colleges and Universities
Progressive Learning Frameworks
There is a strong move worldwide for a constructivist theory to underpin the way teaching and learning are viewed in today’s colleges and universities. In this chapter, the authors explore the interconnections (or not) between constructivist theory and mainstream university teachers’ practice, and their use of educational technology. They suggest that at the heart of ongoing transformation of teaching with technology is a supportive context and inspirational leadership that (re)engages the academic heartland with constructivist learning theory, so that teaching with technology is constructivist based. Technology can thus serve as a powerful catalyst for reinvigorating the inter-relationships between theory and practice.
Information technology in French education: implications for teacher education
Technology, Pedagogy and Education, 1997
This paper reports a longitudinal study (1992)(1993)(1994)(1995)(1996) of the opinions and competencies in informatics of students enrolling at a French University institute for teacher training (IUFM). It showed a substantial increase in computer ownership, better knowledge of computer tools, higher levels of prior training (except in human sciences) and a global increase in students' expectations of information technology (IT) training. But there are important differences between subject disciplines; apart from technical subjects, there is no evidence that students have much familiarity with IT. Pre-service teacher training institutes still have an important but difficult task to prepare all future teachers to use IT in their subject teaching.
International Journal of Emerging Technology and Advanced Engineering
The arrival of Covid-19 put the entire population on alert, especially the education sector, managing to face despair with confinement measures and virtual solutions to resurface and excel with education. The objective of this research is to analyze, describe and know the perspectives that Information and Communication Technology imposed to develop the teaching-learning process. The research design is descriptive, cross-sectional, quantitative and qualitative in some aspects of the research, a sample of 104 teachers surveyed from two national universities in the Piura region was collected. The surveys were conducted anonymously, voluntarily and online. The measurement instrument is made up of three parts: digital skills, the use of Information and Communication Technologies and the barriers that teachers faced when developing their virtual classes. Resulting in an intermediate level in digital skills. Teachers, when developing their classes virtually, did not develop their level of digital competence due to a lack of "willingness" to be trained, while the frequency in the use of Information and Communication Technologies is of habitual use. Concluding that teachers managed to update themselves with technological advances and interact with WhatsApp, social networks, various platforms as well as the academic community learned to carry out collaborative work by learning to use the Driver, MS Office, Office 365, OneDrive and online presentations with the support of virtual environments.
In Osborne, J., Roberts, D. & Walkir, J. (eds.) Open, Flexible and Distance Learning: Education and Training in the 21st Century. Launceston: University of Tasmania, 455–460, 1997
The impact of information and communication technologies (ICT) has been one of the most influential cultural changes in recent years. There is ample evidence of technology having already had a certain influence on the teaching/learning process, the organisation, the roles and the attitudes of the teachers in schools. It seems crucial to make teachers fully aware of the potential of ICT in the teaching/learning process and in the changing role and status of the teachers themselves. Technological progress and the constructivist concept of learning anticipate an open, multimedia-based networking learning environment, introducing a utopia of universal acquaintance through global networking and together with an intellectualisation process. The information and communication society will bring about a change in teaching methods and learning techniques by replacing the passive teacher/pupil relationships with a more proactive relationship. As teachers are change agents, it is worth studying their changing roles and making them more cognisant of the change and its implications. Teachers’ personal beliefs create a conceptual context for classroom teaching, made, however, more complex by pupils' expectations concerning the subjects. Teachers' conceptions do not directly correlate with the classroom practices and, vice versa, practice can also modify their conceptions of the subject. Teachers' beliefs about the fundamental nature or structure of the school subject they teach affect their deliberation about curricula and instruction in general.
This article, derived from a three-year ethnography of distributed medical education provision in a Canadian university, explores the ways in which information and communication technologies are used by teachers and students in their everyday work within technologically rich teaching environments. The environments being researched are two university campuses: a campus at the main university site and a satellite campus in a neighbouring province. The article seeks to contrast dominant, institutional discourses of technology use in higher education teaching with the everyday practices of staff and students. The article concludes that there is a gap between policy and practice in distributed education and that the teaching and learning experience and context of staff and students in different sites need to be analysed in depth, in terms of: whether the experience of learning across sites can be positioned as being comparable; the extent to which technology ameliorates learning and teaching; and understanding the work done by staff.