User:Aerdnallertuf/sandbox

Preparing future teachers for the role of ICT in the classroom

Information and Communication Technology (ICT) has been a part of education for a long time. For the last twenty years, the debate over the use of technology in the classroom has been a steady one. Studies show that in certain subjects, mainly hands on subjects like math and science, the use of technology helps comprehension and develop team work skills. Curriculum has been changed to reflect this, and technology is being integrated more into these subjects. Teachers now have an expectation to have a working knowledge of ICT technology, so programs are being changed to reflect this new expectation. The best way to establish a successful program is to find out what knowledge teachers need to have, and to find out the attitudes that pre service teachers have towards the use of technology in the classroom. Attitude towards the use of technology plays a large factor, because teachers with negative attitudes tend to shy away from trying new things or using technology beyond the bare minimum. This is often the case with older individuals who know that their methods are tried and true, and there is no sense changing them. Teacher education programs that teach their students knowing that not many of them have an extensive background in technology, and focus on what is truly important for educators to know will be more successful than programs who do not take into account the diversity of their students backgrounds and individual attitudes towards the use of technology.

The Canadian government has put a focus on integrating technology into the classroom, starting with making sure that school have computers and access to the internet. In BC, the student to computer ratio is 5:1. Models of technology acceptance have been developed, one in particular is called the Unified Theory of Acceptance and Use of Technology (UTAUT). This theory was developed in 2003 by Venkatesh et al and focuses on four main points: Performance expectancy, effort expectancy, social influence and facilitating conditions. These four main points all factor into each individual's perception and beliefs concerning the acceptance of ICT in schools. Age is another factor in preparing future teachers. Most pre service teachers are within the ages of 20-24, and are therefore more likely to be heavily involved in technology already, and are more excited for the opportunities that ICT can bring to lessons. Anyone above the age of 24 is more wary of technology, and would prefer to continue using the old school methods that tend not to rely on technology as much. Studies conducted have found that the best way to prepare all future teachers for the role of ICT is to teach exactly what is needed, and to be understanding and inclusive of all demographics. Older pre service teachers that are taught how to use technology properly and can see the benefits will be much more willing to use technology themselves. The success of the preparation of pre service teachers for ICT very much depends on how each individual program conducts themselves and what they choose to focus on.