Résumés
Abstract
Beginning teachers often feel isolated and either lack role models or find it difficult to reach out to more experienced teachers. An educational technology course connected beginning teachers with experienced educators using social media. An analysis of pre-service teachers’ (n=15) reflections indicated that online interactions with experts had provided them with resources, role models, best practice examples, and skills for technology integration and lifelong learning. The results underscore the potential of social media, professional networks, and communities of practice to provide pre-service teachers with real-world experiences and connections with experienced teachers.
Keywords:
- social media,
- higher education,
- teacher,
- technology integration,
- curriculum
Résumé
Les enseignants débutants se sentent souvent isolés et soit manquent de modèles, soit trouvent difficile de faire appel à des enseignants plus expérimentés. Un cours de technologie éducative a mis en contact des enseignants débutants et des enseignants plus expérimentés à l’aide de médias sociaux. Une analyse des réflexions d’enseignants en formation (n = 15) a indiqué que les interactions en ligne avec des experts leur ont fourni des ressources, des modèles, des exemples de meilleures pratiques et des compétences pour l’intégration des technologies et l’éducation permanente. Les résultats soulignent le potentiel des médias sociaux, des réseaux professionnels et des communautés de pratique pour offrir aux enseignants en formation des expériences pratiques et des liens avec des enseignants expérimentés.
Mots-clés :
- médias sociaux,
- études supérieures,
- enseignant,
- intégration de la technologie,
- cursus
Parties annexes
Bibliography
- Angeli, C., & Valanides, N. (2005). Preservice teachers as information and communication technology designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302. doi:10.1111/j.1365-2729.2005.00135.x
- Berson, M. J. (1996). Effectiveness of computer technology in the social studies: A review of the literature. Journal of Research on Computing in Education, 28(4), 486-499.
- Bolick, C., Berson, M., Coutts, C., & Heinecke, W. (2003). Technology applications in social studies teacher education: A survey of social studies methods faculty. Contemporary Issues in Technology and Teacher Education, 3(3), 300-309. Retrieved from the journal’s website: http://www.citejournal.org
- Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to measure pre-service teachers’ technology skills, technology beliefs, and technology barriers. Computers in the Schools, 25(1-2), 112-125. doi:10.1080/07380560802157972
- Brush, T., & Saye, J. W. (2009). Strategies for preparing pre-service social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46-59. Retrieved from the journal’s website: http://www.citejournal.org
- Buckenmeyer, J. A., & Freitas, D. J. (2005, June). No computer left behind: Getting teachers on board with technology. Paper presented at the National Educational Computing Conference, Philadelphia, PA. Retrieved from: http://researchgate.net/researcher/81449391_Janet_A_Buckenmeyer
- Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., ... Lee, J. (2008). Connecting informal and formal learning experiences in the age of participatory media. Contemporary Issues in Technology andTeacher Education, 8(2), 100-107. Retrieved from the journal’s website: http://www.citejournal.org
- Chai, C., Koh, J., & Tsai, C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73. Retrieved from the journal’s website: http://www.ifets.info
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
- Cornbleth, C. (2010). What constrains meaningful social studies teaching? In W. C. Parker (Ed.), Social studies today: Research and practice (pp. 215-223). New York, NY: Routledge.
- Culp, K. M., Honey, M., & Mandinach, E. (2003). A retrospective on twenty years of education technology policy. Washington, DC: U.S. Department of Education, Office of Educational Technology. Retrieved from the Department’s website: http://www.ed.gov
- Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104. doi:10.1080/00933104.2003.10473216
- Ehman, L. H., & Glenn, A. D. (1991). Interactive technology in the social studies. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 513-522). New York, NY: Macmillan.
- Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi:10.1007/BF02299597
- Ertmer, P. A., Evenbeck, E., Cennamo, K. S., & Lehman, J. D. (1994). Enhancing self-efficacy for computer technologies through the use of positive classroom experiences. Educational Technology Research and Development, 42(3), 45-62. doi:10.1007/BF02298094
- Groth, L. A., Dunlap, K. L., & Kidd, J. K. (2007). Becoming technologically literate through technology integration in PK-12 pre-service literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386. doi:10.1080/19388070709558476
- Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., … Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco, CA: Jossey-Bass.
- Harris, J. (2008). TPACK in in-service education: Assisting experienced teachers’ “planned improvisations.” In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 251-271). Mahwah, NJ: Lawrence Erlbaum.
- Hur, J. W., & Brush, T. A. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers? Journal of Research on Technology in Education, 41(3), 279-303.
- International Society for Technology in Education (ISTE). (2008). National educational technology standards for teachers: Advancing digital age teaching. Retrieved from : http://www.iste.org »
- Keeler, C. (2008). When curriculum and technology meet: Technology integration in methods courses. Journal of Computing in Teacher Education, 25(1), 23-30. Retrieved from: http://www.eric.ed.gov
- Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. doi:10.1016/j.compedu.2005.11.012
- Koh, J., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. doi:10.2190/EC.44.1.c
- Kumar, S., & Vigil, K. (2011). The Net generation as pre-service teachers: Transferring familiarity with new technologies to educational environments. Journal of Digital Learning in Teacher Education,27(4), 144-153.
- Lei, J. (2009). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97. Retrieved from: http://www.eric.ed.gov
- Lieberman, A., & Mace, D. P. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1-2), 77-88. doi:10.1177/0022487109347319
- Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. In D. G. Oblinger (Ed.), Educause Learning Initiative Paper 1: 2007.Retrieved from: http://educause.edu
- Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 1(1), 107-116. Retrieved from the journal’s website: http://www.citejournal.org
- McInerney, V., McInerney, D. M., & Sinclair, K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11(1), 27-50. doi: 10.2190/94D0-B0AF-NLAX-7RYR
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- National Council for the Social Studies (NCSS). (2006). Technology position statement and guidelines: A position statement of National Council for the Social Studies. Retrieved from the NCSS website: http://www.socialstudies.org
- National Council for the Social Studies (NCSS). (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Retrieved from the NCSS website: http://www.socialstudies.org
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. doi:10.1016/j.tate.2005.03.006
- Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. doi:10.2190/EC.44.3.c
- Office of Technology Assessment (1995). Teachers and technology: Making the connection. Washington, D.C.: U.S. Govt Printing Office.
- Pahl, R. H. (1996). Tech talk - for social studies teachers. The Social Studies, 87(4), 186-187. doi:10.1080/00377996.1996.9958437
- Schlager, M. S., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86-100. doi: 10.1177/0022487108328487
- Smith, S. D., Salaway, G., & Caruso, J. B. (2009). The ECAR study of undergraduate students and information technology, 2009. Retrieved from: http://www.educause.edu
- Swan, K. O., & Hofer, M. (2008). Technology and social studies. In L. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 307-326). New York, NY: Routledge.
- Tapscott, D. (1998). Growing up digital: The rise of the Net generation. New York, NY: McGraw-Hill.
- U. S. Department of Education. (2004). The National Educational Technology Plan. Toward a new golden age in American education: How the Internet, the law and today’s students are revolutionizing expectations. Retrieved from the Department’s website: http://www2.ed.gov/about/offices/list/os/technology/plan/2004/index.html
- U.S. Department of Education. (2010). Transforming American education: Learning powered by technology. Retrieved from the Department’s website: http://www.ed.gov
- Voithofer, R. (2009, April). Pre-service teachers’ conceptions of the digital divide: A four-year study at a predominantly white institution. Paper presented at the American Educational Research Association (AERA) 2009 conference, San Diego, CA. Retrieved from the author’s website: http://people.ehe.osu.edu/rvoithofer
- Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.