A case study of developing ICT-supported pedagogy through a collegial practice transfer process. (1st December 2015)

• Record Type: Journal Article
• Authors: Lakkala, Minna; Ilomäki, Liisa
• Is Part Of: Computers & education. Volume 90:(2015)
• Page Start: 1
• Page End: 12
• Publication Date: 2015-12-01
• Subjects: ICT-supported pedagogy -- Cooperative/collaborative learning -- Elementary education -- Improving classroom teaching -- In-service teacher training -- Case study; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2015.09.001
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: A collegial practice transfer process between more- and less-experienced teachers was examined in two cases that sought to encourage teachers to use information and communication technology (ICT) in a pedagogically meaningful way. Collegial practice transfer aims to offer new models for in-service teacher training. The process included guiding sessions, training materials presenting authentic pedagogical examples, and try-outs in the classroom. The success of practice transfer was examined through comparing the classroom practices of more- and less-experienced teachers applying the Pedagogical Infrastructure Framework, and through analyzing the tutored teachers' self-reported experiences in interviews. The process provided flexible support and gave self-confidence to the less-experienced teachers. Technology use was successful, but the tutored teachers designed less coherent tasks and weaker support for pupils' collaboration, knowledge construction and metacognition than their more-experienced colleagues. When tutoring, underlying educational ideologies and reasons should be explicated in addition to practical issues of classroom orchestration and technology use. Highlights: Collegial tutoring inside a school is a flexible ICT training method for teachers. Tutoring encourage novice teachers to try new practices with ICT in teaching. Support for cultivating pedagogical approaches is more critical than technology use.