How do Pre-service Teachers Rate ICT Opportunity for Education? A Study in Perspective of the SCOT Theory

Author: Michał Klichowski
Institution: Adam Mickiewicz University in Poznan
Author: Carlos Smaniotto Costa
Institution: Lusófona University of Humanities and Technologies
Year of publication: 2015
Source: Show
Pages: 152-168
DOI Address: https://doi.org/10.15804/kie.2015.04.09
PDF: kie/110/kie11009.pdf

ICT have great educational potential. Research shows, however, that ICT are not widely incorporated into education. This situation is presented by the SCOT theory, which shows that teacher ratings of new ICT are consistently and invariably negative. We decided to verify how preservice teachers rate the ICT solutions and the consistency of their ratings. Results showed that preservice teachers are indeed relatively consistent and invariable in their ratings. Moreover, those ICT solutions that can be incorporated into the traditional educational model without requiring significant technological framework receive better ratings than those that deviate from this model by requiring significant need for implementation of technology to be used in the educational setting.

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ICT preservice teachers SCOT theory techno-pedagogical approach TPACK

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