Using multimedia simulations to prepare teachers for integrating ICTs

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Using multimedia simulations to prepare teachers
for integrating ICTs

• Peter Albion
• University of Southern Queensland

2
Background

• Application of ICTs for teaching learning in
  Queensland is patchy (Galligan et al.)
• Why?
• Policy supports (requires) use
• Equipment is increasingly available
• Many teachers have basic IT skills
• Integrating ICTs for teaching learning requires
  more
• Often confidence is the issue

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Considering confidence

• Self-efficacy
• Belief in capacity to succeed at a behaviour
• Self-efficacy theory nominates 4 sources of
  efficacy information
• Successful experience
• Vicarious experience - modelling
• Verbal persuasion
• Physiological and affective responses

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Preparing for ICT integration

• Learning to teach with ICTs
• ICT skills
• Knowledge of good practice
• Teachers who model good practice are
• Important for pre-service teachers' learning
• Not always easily accessible during practicum
• Interactive multimedia can present models

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Problem-based learning

• Characteristics of PBL
• Begins with a problem
• Problem is relevant to profession
• Learning based on problems not disciplines
• Students assume responsibility for learning
• Learning in small groups not lectures

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Aligning PBL self-efficacy
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Integrating Information Technology into Teaching

• 4 problem-based scenarios
• Curriculum planning in primary schools
• Problems with content relevant to using ICTs
• Problems presented as a series of tasks
• 7 cooperating teachers
• Video interviews
• Sample responses to tasks
• Pilot test found video was engaging

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Teachers

• 4 female 3 male
• Beginning to 20 years experience
• 5 government 2 non-government
• All primary year levels
• Computers
• 3 x I or 2 in classroom
• 2 x 5 shared with next class
• 2 x laboratory

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Development

• Most frequent theme
• Mentioned multiple sources
• Personal experience - trial and error
• Networking with peers
• Inservice and reading
• Learning with and from children
• Evidence of strong commitment
• Openness to change

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Method

• Teaching with rather than about ICTs
• Managing multiple activities
• kids were going to use the computer, but they
  werent all needing a computer at once
• Open-ended projects
• Focus on
• Educational value of activities
• Integration with curriculum
• Learner activity

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Impact

• Motivation of children
• Andrew didnt want to do it his face lit up
  because he had a real audience
• Efficiency
• go to the computer at home, whip up a very
  professional chart, blow it up to A3 and its
  done
• Children's work
• Quality
• Get to children who normallywont click onto the
  idea
• Professional growth

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Integrating IT into Teaching
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Conclusion

• Students
• Responded positively to realism
• Learned from video elements
• Spoke about changes in perceptions attitudes
  about integrating IT

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Contact

• Peter Albion
• Department of Education
• University of Southern Queensland
• albion_at_usq.edu.au