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This document discusses a study on the use of information and communication technologies (ICT) in initial teacher training programs across OECD countries. The study found that ICT is underutilized in teacher education. Barriers to use included a lack of technical support, strategic leadership, and training for teachers and teacher educators on integrating technology into instruction. The document outlines recommendations to promote ICT adoption in initial teacher training, such as developing policies within broader education reform efforts, building knowledge among educators, and providing incentives for schools and training institutions.
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Rizza Sweden Oecd Projet Vf
- 1. ICT in initial teacher training Francesc Pedró Katerina Ananiadou Caroline Rizza (speaker)
- 16. Drivers, enablers and success factors
Editor's Notes
- This is the big question mark In a recent US study the responses declared by teacher training institutions were quite positive. But…
- But technology is underused, or used in a non significant way. Maybe is about the processes and factors intervening when a student teacher becomes a teacher. So, let’s begin by looking in depth to the origins and ask whether student teachers have enough opportunities to experience its benefits and drawbacks as learners.
- Only 17 hours per week compared to the national average among US higher education students of 28 hours. So, let’s look at the very beginning.
- Refer to the Room Document as well, which presents a research review.
- Since september 2008: different steps of the study. Active participation of 9 countries : Chile, Denmark, Norway, Finland, France, the Netherlands, Sweden, the United-Kingdom (England), the United-States
- Findings are still preliminary : all the countries have completed empirical work. But we have not finished the analysis. But it provides a first picture. So first, a picture of the existing national regulation in the field of ITT...
- Findings are still preliminary : all the countries have completed empirical work. But we have not finished the analysis. But it provides a first picture. So first, a picture of the existing national regulation in the field of ITT...
- Second, the findings regarding student teachers...
- Third, what are the main barriers and obstacles ? The first three relate to the most frequent complaint by student teachers and trainers on ‘lack of time’. This may be interpreted in the following ways. Is it a question of doing more with things with technology or doing things differently because of technology?
- Some lack of consistency between what student teachers find at schools and teacher training instutions. Not everything available always work perfectly (eg wifi only works in some parts of a classroom).
- Governments have been focusing more on in-service training, which in the short run may have been a good choice but has left ITT a bit behind Curricula are frequently reformed (eg 21 st century competence based) but ITT is not always aligned to this. Teacher competencies are not always clearly defined and sometimes they do not reflect a clear vision of what teaching and learning in the knowledge society is all about and what the role of ICT is in this.
- Fourth, what can we say about the drivers, enablers and success factors? It seems important to act “globally” at each level and at the same time. (according to a top down approach in order to support pedagogical innovation).
- Finally, what are the policy implications ? Development of ICT in ITT within a broader policy framework, related to national strategies for ICT in education. Knowledge base: both develop it and ensure it’s used in practice by trainers and student teachers. Dialogue at all levels, eg within institutions, between government and institutions.