The present research aimed at investigating some features characterising the profile of 79 student teachers at the end of their pre-service training. Technology proficiency, TPACK and beliefs on the value of technology in teaching and learning were explored through a self-administered questionnaire. Data show the following: student teachers’ low proficiency with new or dedicated technology; some difficulties in integrating technology, pedagogy and disciplinary content, joined with the lack of modelling by Faculty; the prevalence of a functionalist/instrumental view of technology, associated with perceived benefits for teachers, and in contrast with a social/potentialistic view of technology. The results highlight the necessity to boost initial teacher training in the direction of specific/dedicated technology integration and to support Faculty in developing the integration of technology in teaching practices.

Technology proficiency, TPACK and beliefs about technology: A survey with primary school student teachers

MESSINA, LAURA;TABONE, SARA
2013

Abstract

The present research aimed at investigating some features characterising the profile of 79 student teachers at the end of their pre-service training. Technology proficiency, TPACK and beliefs on the value of technology in teaching and learning were explored through a self-administered questionnaire. Data show the following: student teachers’ low proficiency with new or dedicated technology; some difficulties in integrating technology, pedagogy and disciplinary content, joined with the lack of modelling by Faculty; the prevalence of a functionalist/instrumental view of technology, associated with perceived benefits for teachers, and in contrast with a social/potentialistic view of technology. The results highlight the necessity to boost initial teacher training in the direction of specific/dedicated technology integration and to support Faculty in developing the integration of technology in teaching practices.
2013
REM
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/2679852
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