Instructors' Perspectives and Use of ICT in Two Teacher Education Programs
Bibliographic record
Abstract
ICT have penetrated every corner of 21 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">st</sup> century life. This paper presents findings from a study conducted at two teacher education programs, one in Canada and the other in Australia. The two universities at the center of this research offer a range of programs for teacher preparation and similarly emphasize ICT integration in their teacher education programs, which include specific courses in ICT as well as integrated courses in other subject areas that use ICT as part of the pedagogy of the course. A questionnaire and interviews were used in data collection and findings indicate that most instructors tended to perceive ICT as something important for teacher education programs, although to various degrees. Reasons for not making full use of ICT in their own teaching included lack of knowledge on how to effectively integrate ICT in their teaching, lack of training in ICT use and a busy working schedule that kept them from learning how to use new tools and techniques. Implications for programming in teacher education are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".