The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice.
The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 6; pp. 539 - 549 |
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| Formato: | research Journal Article |
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Wiley-Blackwell
Dec2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105274838&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105274838 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2009 vid: 25 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105274838 105274838 2010464758 10.1111/j.1365-2729.2009.00326.x 105274838 ppf: 539 ppct: 10 formats: tig: atl: The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice. aug: au: Mukama E sug: subj: Computers and Computerization Utilization Learning Methods Teachers Education Audiorecording Colleges and Universities Education, Baccalaureate Female Focus Groups Funding Source Human Internet Utilization Interviews Male Prospective Studies Rwanda Students, College Thematic Analysis Female Male ab: The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions. The purpose was to explore ways of using information and communication technology (ICT) in student teachers' everyday learning practice. The study draws from a sociocultural perspective and emphasis is put on a literature review involving ICT in teacher education. The findings reveal that utilization of ICT pertains to three major types of variation among student teachers who use ICT: passive, reluctant, and active users. The active ICT users demonstrated a capacity to cross group boundaries and play a central role as agents of change in learning practice. The point is that more experienced student teachers can assist their colleagues in the zone of proximal development and, therefore, enhance the integration of the new technology in teacher education. This implies that having access to ICT together with some instruction is not sufficient to prompt students to start using this technology as a pedagogical tool. Moreover, confrontation of different experiences regarding the use of ICT can spearhead change in student teachers' learning practice through critical reflection. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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