Journal
COMPUTERS & EDUCATION
Volume 90, Issue -, Pages 1-12Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2015.09.001
Keywords
ICT-supported pedagogy; Cooperative/collaborative learning; Elementary education; Improving classroom teaching; In-service teacher training; Case study
Funding
- Lifelong Learning Programme of the European Union [141929-2008-LLP-FR-COMENIUS-CMP]
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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 tryouts 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. (C) 2015 Elsevier Ltd. All rights reserved.
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