Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6095
Title: The dynamics of offering ICT training to pre‐service and in‐service teachers in a South African context
Other Titles: Proceedings of the 8th International Conference on e-Learning. Cape Peninsula University of Technology. Cape Town. 27 - 28 June 2013.
Authors: Dumas, Chris 
Cox, Sanet 
Bytheway, Andy. J 
Van Zyl, Izak 
Bladergroen, Moira 
Chigona, Wallace 
Keywords: ICT‐training;Pre‐service teachers;In‐service teachers;Institutions of higher learning;School integration of ICT;Reflection
Issue Date: 2013
Publisher: 8th International Conference on e-Learning
Source: Bladergroen, M., Chigona, W., Bytheway, A., Dumas, C., Cox, S. and Van Zyl, I., 2013, June. The dynamics of offering ICT training to pre-service and In-service teachers in a South African context. In Proceedings of the International Conference on e-Learning (pp. 61-68).
Abstract: This paper reflects on the dynamics in offering Information and Communication Technology (ICT) training to in‐service teachers and pre‐service teachers. The training was presented at six disadvantaged Government schools and two South African Universities. This paper argues that the context in which ICT training happens is the first process which can inhibit or support the integration of ICT in teacher development and information‐rich pedagogical practices. This paper is a reflection on the dynamics in establishing such a course and running it in the South African in‐service and pre‐service context. The data from the study consisted of video clips captured during the sessions, trainers’ reflections and evaluation after each training session. The reflection on the training process and context showed that offering an ICT course at an institution of higher learning had a number of advantages over offering the course to in‐service teachers. The study also noted that the traditional group dynamics affected the learning experience. Also the support and involvement of the institutional management in both settings have a substantial impact on the motivation of the sample groups approach to the ICT training The findings of this study have numerous practical implications for higher education institutions wanting to introduce ICT training for in‐ and pre‐student teachers. Amongst others, the role of facilitator is still crucial despite opportunities and affordances of ICT in education. The findings may also inform policy makers deliberating on how to introduce the ICT skills for teachers in an education system. Especially when the technology‐ and teaching settings is not conducive to learn ‘about’ ICT in education, the ‘use’ of ICT in the classroom will not grasp the possibilities it holds. The rest of the paper is organized as follows: The first section provides an overview of the project.
URI: http://hdl.handle.net/11189/6095
ISBN: 9781909507289
Appears in Collections:Edu - Conference Proceedings

Show full item record

Page view(s)

46
Last Week
0
Last month
0
checked on Jun 25, 2019

Download(s)

21
checked on Jun 25, 2019

Google ScholarTM

Check


Items in Digital Knowledge are protected by copyright, with all rights reserved, unless otherwise indicated.