Integrating ICT in Pre-service Teacher Education Reframing teacher education
A recent study by Taylor (2004) examined teachers’ existing understanding of Information and
Communication Technology (ICT) and the way it changes as they learn to teach. Using this current study and others (Simpson, Payne, Munro & Hughes, 1999; Vrasidas & McIssac, 2001) research was conducted into the integration of ICT in pre-service teacher education at an Australian University. In addition to conducting initial research the study also trialled innovative teaching methodology as a basis for further study into how to better integrate ICT learning into curriculum method classes in pre-service education.
An identified aim of the Victorian Essential Learning Standards (VELS) which is currently being implemented within Victorian schools is the integration of ICT learning across the curriculum through interdisciplinary learning. This study examines how lecturing staff in the key learning areas of SOSE, English, Science, Maths and Technology are using ICT in their methodology classes that prepare teachers for their specialised teaching and trials a new method of ICT teaching that aims to equip prospective secondary teachers with the
skills and knowledge to effectively integrate ICT in their future practice. Preliminary discussion with method lecturers revealed an uneven use and knowledge of ICT across the key
learning areas. Through observation, pre and post-test questionnaires given to students and informal interviewing of the lecturing staff, the study examines the reasons why this may be the case. It raises issues about ICT in relation to key learning areas, prompts discussion on team learning and teaching in relation to ICT, identifies facilitators and barriers to the integration of ICT in pre-service education and proposes recommendations on the design of initial teacher education.