Development of the MICT Competence of Pre-Service English Teachers in a Pre-Service Teacher Training Course
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The purpose of this study is to investigate how pre-service English teachers develop their MICT (Mobile Information and Communication Technology) competence in a pre-service teacher training course. Internet communication, wireless mobile devices and interactive multimedia allow us to access information more readily than ever before. Despite the rapid growth of ICT integration in formal English education, there has been little study of formal MICT competence training among pre-service English teachers. To begin to rectify this shortage of research, a combination of qualitative and quantitative research methods including surveys, participant observations, micro teaching and semi-structured interviews were utilized. The results of this study show that the pre-service English teachers had low levels of ‘Educational related MICT competence’ although their ‘Basic MICT competence’ was relatively high. Through a pre-service teacher training course, the overall ‘Educational related MICT competence’ development of the teachers was enabled by a number of factors including linking theory and practice, modeling, scaffolding learning experiences, micro teaching practice, and reflection. Even though the pre-service English teachers improved in MICT competence overall there was still a lack of MICT competence related to the use of information in cyber space ethically and critically. The implications of this study are discussed.
Abstract
The purpose of this study is to investigate how pre-service English teachers develop their MICT (Mobile Information and Communication Technology) competence in a pre-service teacher training course. Internet communication, wireless mobile devices and interactive multimedia allow us to access information more readily than ever before. Despite the rapid growth of ICT integration in formal English education, there has been little study of formal MICT competence training among pre-service English teachers. To begin to rectify this shortage of research, a combination of qualitative and quantitative research methods including surveys, participant observations, micro teaching and semi-structured interviews were utilized. The results of this study show that the pre-service English teachers had low levels of ‘Educational related MICT competence’ although their ‘Basic MICT competence’ was relatively high. Through a pre-service teacher training course, the overall ‘Educational related MICT competence’ development of the teachers was enabled by a number of factors including linking theory and practice, modeling, scaffolding learning experiences, micro teaching practice, and reflection. Even though the pre-service English teachers improved in MICT competence overall there was still a lack of MICT competence related to the use of information in cyber space ethically and critically. The implications of this study are discussed.
참고문헌 (26)
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