Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK
The paper reports on the outcomes of a British Educational Communications and Technology Agency (BECTa) funded study which explored the views of teacher trainees and their mentors in two different school subjects on what strategies, interventions and resources had a positive impact on their ability to use ICT effectively in their subject teaching. The research aimed to explore both commonalities in trainees' views of which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching, and subject discipline dimensions of ICT use, i.e. the ways in which training needs might vary between trainees in different school subjects. The study focused on the views of two successive cohorts of science and history trainees (133 trainees in all), and 21 of their supervising mentors. The outcomes showed that some important determinants of progression in the ability to deploy ICT confidently and effectively in subject teaching were common to both subject groups, but that there were differing views on which ICT applications offered most potential for enhancing teaching and learning in their subject and differences in their preferred priorities for investment in ICT. The study also revealed that trainees felt that many of the experiences and resources which they had encountered in the course of their training had not been helpful. A follow up survey was undertaken of 114 trainees across six subject areas to further explore some of the findings from the initial survey. The concluding section of the paper suggests ways in which trainee teachers might be prepared more effectively for using ICT in their subject teaching. (C) 2006 Elsevier Ltd. All rights reserved.
applications in subject areas cooperative/collaborative learning country specific developments teaching/learning strategies teacher education