Are Quebec’s Future Teachers Ready to Use ICT in Class? The Case of Prospective Teachers in Quebec, Canada
Keywords:
Preservice teacher education, Information and Communication Technologies (ICT).Abstract
Are Quebec’s future teachers ready to integrate information and communication technologies (ICT) into the scholastic context? To answer this question, a study was conducted with some 2,065 future teachers, 410 associate professors and 90 supervisors of teaching practices from nine French-speaking Quebec universities offering a beginning teacher-training program. The results show that these prospective teachers have access to the equipment needed to become familiar with ICT, and that they use basic technology skills well. Furthermore, the data collected revealed that teachers in training use ICT regularly and reflectively to plan their classes, communicate, search for information, prepare didactic materials, solve problems, or improve themselves professionally. Although the profile shown is promising, the study results also indicate a very low proportion of future teachers who use ICT in the classroom.Downloads
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References
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Balanskat, A., Blamire, R. y Kefala, S. (2006). The ICT impact report. A review of studies of ICT impact on schools in Europe. European Communities: European Schoolnet.
Bauer, J. y Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. Journal of Technology and Teacher Education, 13(4), 519-546.
Becta (2006). The Becta review 2006: evidence on the progress of ICT in education. Coventry, Inglaterra: Autor.
Bennett, C. y Daniel, L. (1999). Preparing novice teachers to use technology: Do they practice what we teach?. In J. Price et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 1999 (pp. 1108-1111). Chesapeake, VA: AACE.
Clements, D. H. (2000). From exercises and tasks to problems and projects – Unique contributions of computers to innovative mathematics education. The Journal of Mathematical Behavior, 19(1), 9-47.
Cox, F. (2003). The digital divide: Opportunities for information literacy. Society for Information Technology and Teacher Education International Conference 2003(1), 875-878.
Cox, M. J. (2002). Information and communication technologies: Their role and value for science education. In M. Monk y J. Osborne (Eds.), Good practice in science teaching–what research has to say (pp. 142–158). Londres: Routledge.
European Schoolnet (2004). ERNIST ICT Schoolportraits. European Communities: Autor.
Karsenti, T. (2001). Pédagogies et nouvelles technologies: former des enseignants pour le nouveau millénaire. Actes du IXe sommet de la Francophonie, Colloque Ethique et nouvelles Technologies, l’appropriation des savoirs en question. Beirut, 24-28 septembre.
Karsenti, T. (1999) Comment le recours aux TIC en pédagogie universitaire peut favoriser la motivation des étudiants: le cas d'un cours médiatisé sur le web. Cahiers de la recherche en éducation, 6(3), 455-484
Karsenti, T., y Gauthier, C. (2006). Les TIC bouleversent-elles réellement le travail des enseignants? Formation et profession, 12(3), 2-4.
Karsenti, T. y Larose, F. (2001) Les TIC au cœur des pédagogies universitaires: diversité des enjeux pédagogiques et administratifs.
Karsenti, T., Peraya, D. y Viens, J. (2002). Bilan et prospectives de la recherche sur la formation initiale et continue des maîtres à l'intégration pédagogique des TIC. Revue des sciences de l’éducation, 23(2), 459-470.
Karsenti, T., Savoie-Zajc, L. y Larose, F. (2001) Les futurs enseignants confrontés aux TIC: changements dans l'attitude, la motivation et les pratiques pédagogiques.
Karsenti, T., Tchameni Ngamo, S. y Villeneuve, S. (2009). Benchmarks for e-learning in Africa. Revista de Informática Aplicada, 5(1), 14-20
Kessel, van N., et al. (2005). ICT education monitor: eight years of ICT in schools. Holanda: Ministerio de Educació, Cultura y Ciencia.
Lewin, C., Scrimshaw, P., Mercer, N. y Wegerif, R. (2000). The KS1 literacy evaluation project using low cost computers. Coventry, Inglaterra: Becta.
Machin, S. et al. (2006). New technologies in schools: Is there a pay off? Alemania: Institute for the Study of Labour.
Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
McCrory Wallace, R. (2004). A framework for understanding teaching within the Internet. American Educational Research Journal, 41(2), 447-488.
Ministère de l’Éducation du Québec. (2001). La formation à l’enseignement: les orientations, les compétences professionnelles. Québec: Autor.
Organización para la Cooperación y el Desarrollo Económicos (2004). Completing the foundation for lifelong learning: An OECD survey of upper secondary schools. París: Autor.
Passey, D. (2000). Developing teaching strategies for distance (Out-of-School) Learning in primary and secondary schools. Educational Medial International, 37(1), 45-57.
Poellhuber, B., Chomienne, M. y Karsenti, T. (2008). Quels sont les parcours menant à l’abandon en formation à distance au collégial? DistanceS, 10(3), 1-33.
Ramboll Management (2005). Evaluation of ITMF: Overall results. Copenague: Autor.
Ramboll Management (2006). E-learning nordic 2006. Impact of ICT on education. Copenague: Autor.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Mónica, CA: Milken Family Foundation.
Sivin-Kachala, J. y Bialo, E. R. (2000). 2000 research report on the effectiveness of technology in schools. Washington, DC: Software & Information Industry Association.
Swain, C. (2004). They can talk the talk but will they walk the walk? In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 2688-2694). Chesapeake, VA: AACE.
Swain, C. (2006). Preservice teachers self-assessment using technology: determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 14(1), 29-59.
Tchameni Ngamo, S. y Karsenti, T. (2008). Intégration des TIC et typologie des usages: perception des directeurs et enseignants des grandes écoles secondaires du Cameroun. Revue africaine des médias, 16(1), 45-72
Underwood, J. et al. (2005). Impact of broadband in schools. Nottingham, Inglaterra: Becta.
Underwood, J. et al. (2006). ICT test bed evaluation-evaluation of the ICT test bed project. Nottingham, Inglaterra: Trent University.
Van der Maren, J. M. (1995). Méthodes de recherche pour l’éducation. Montréal: Les Presses de l’Université de Montréal.
Zhao, Y. y Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.
Balanskat, A., Blamire, R. y Kefala, S. (2006). The ICT impact report. A review of studies of ICT impact on schools in Europe. European Communities: European Schoolnet.
Bauer, J. y Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. Journal of Technology and Teacher Education, 13(4), 519-546.
Becta (2006). The Becta review 2006: evidence on the progress of ICT in education. Coventry, Inglaterra: Autor.
Bennett, C. y Daniel, L. (1999). Preparing novice teachers to use technology: Do they practice what we teach?. In J. Price et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 1999 (pp. 1108-1111). Chesapeake, VA: AACE.
Clements, D. H. (2000). From exercises and tasks to problems and projects – Unique contributions of computers to innovative mathematics education. The Journal of Mathematical Behavior, 19(1), 9-47.
Cox, F. (2003). The digital divide: Opportunities for information literacy. Society for Information Technology and Teacher Education International Conference 2003(1), 875-878.
Cox, M. J. (2002). Information and communication technologies: Their role and value for science education. In M. Monk y J. Osborne (Eds.), Good practice in science teaching–what research has to say (pp. 142–158). Londres: Routledge.
European Schoolnet (2004). ERNIST ICT Schoolportraits. European Communities: Autor.
Karsenti, T. (2001). Pédagogies et nouvelles technologies: former des enseignants pour le nouveau millénaire. Actes du IXe sommet de la Francophonie, Colloque Ethique et nouvelles Technologies, l’appropriation des savoirs en question. Beirut, 24-28 septembre.
Karsenti, T. (1999) Comment le recours aux TIC en pédagogie universitaire peut favoriser la motivation des étudiants: le cas d'un cours médiatisé sur le web. Cahiers de la recherche en éducation, 6(3), 455-484
Karsenti, T., y Gauthier, C. (2006). Les TIC bouleversent-elles réellement le travail des enseignants? Formation et profession, 12(3), 2-4.
Karsenti, T. y Larose, F. (2001) Les TIC au cœur des pédagogies universitaires: diversité des enjeux pédagogiques et administratifs.
Karsenti, T., Peraya, D. y Viens, J. (2002). Bilan et prospectives de la recherche sur la formation initiale et continue des maîtres à l'intégration pédagogique des TIC. Revue des sciences de l’éducation, 23(2), 459-470.
Karsenti, T., Savoie-Zajc, L. y Larose, F. (2001) Les futurs enseignants confrontés aux TIC: changements dans l'attitude, la motivation et les pratiques pédagogiques.
Karsenti, T., Tchameni Ngamo, S. y Villeneuve, S. (2009). Benchmarks for e-learning in Africa. Revista de Informática Aplicada, 5(1), 14-20
Kessel, van N., et al. (2005). ICT education monitor: eight years of ICT in schools. Holanda: Ministerio de Educació, Cultura y Ciencia.
Lewin, C., Scrimshaw, P., Mercer, N. y Wegerif, R. (2000). The KS1 literacy evaluation project using low cost computers. Coventry, Inglaterra: Becta.
Machin, S. et al. (2006). New technologies in schools: Is there a pay off? Alemania: Institute for the Study of Labour.
Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
McCrory Wallace, R. (2004). A framework for understanding teaching within the Internet. American Educational Research Journal, 41(2), 447-488.
Ministère de l’Éducation du Québec. (2001). La formation à l’enseignement: les orientations, les compétences professionnelles. Québec: Autor.
Organización para la Cooperación y el Desarrollo Económicos (2004). Completing the foundation for lifelong learning: An OECD survey of upper secondary schools. París: Autor.
Passey, D. (2000). Developing teaching strategies for distance (Out-of-School) Learning in primary and secondary schools. Educational Medial International, 37(1), 45-57.
Poellhuber, B., Chomienne, M. y Karsenti, T. (2008). Quels sont les parcours menant à l’abandon en formation à distance au collégial? DistanceS, 10(3), 1-33.
Ramboll Management (2005). Evaluation of ITMF: Overall results. Copenague: Autor.
Ramboll Management (2006). E-learning nordic 2006. Impact of ICT on education. Copenague: Autor.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Mónica, CA: Milken Family Foundation.
Sivin-Kachala, J. y Bialo, E. R. (2000). 2000 research report on the effectiveness of technology in schools. Washington, DC: Software & Information Industry Association.
Swain, C. (2004). They can talk the talk but will they walk the walk? In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 2688-2694). Chesapeake, VA: AACE.
Swain, C. (2006). Preservice teachers self-assessment using technology: determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 14(1), 29-59.
Tchameni Ngamo, S. y Karsenti, T. (2008). Intégration des TIC et typologie des usages: perception des directeurs et enseignants des grandes écoles secondaires du Cameroun. Revue africaine des médias, 16(1), 45-72
Underwood, J. et al. (2005). Impact of broadband in schools. Nottingham, Inglaterra: Becta.
Underwood, J. et al. (2006). ICT test bed evaluation-evaluation of the ICT test bed project. Nottingham, Inglaterra: Trent University.
Van der Maren, J. M. (1995). Méthodes de recherche pour l’éducation. Montréal: Les Presses de l’Université de Montréal.
Zhao, Y. y Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.
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2011-05-01
