Modelling and evaluating ICT courses for pre-service teachers: What works and how it works?

Abstract

A design-based research for the restructuring of the Information and Communication Technology (ICT) literacy training for pre-service postgraduate teachers is reported. Conceptual rationales and the design of a newly implemented "Information Technology in Education" (ITE) course, which is based on the model of instructional design, are described. An accompanying longitudinal study is presented. Improvements in trainee teachers' ICT-related general cognitive and technical capabilities; changes in beliefs about the use of ICT in their future career; and the ITE course learning experience are analysed. It was found that the implemented model of ICT literacy training fits best for more mature students who aim to acquire advanced technical skills and/or gain understanding of the use of ICT in the teaching profession. Research implications for future improvements of the pre-service teachers' ICT training are discussed. © Springer-Verlag Berlin Heidelberg 2006.