Prsentation PowerPoint

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Buying computers is one thing, but integrating
new technology into the life of our schools is
quite another .... When we consider how long
it took educational institutions to finally adopt
Gutenberg s printing press (at least three
centuries after it was invented), we shudder to
think of what might happen, especially if we
delude ourselves that we have solved the problem
by amassing the hardware. Guédon, 1999
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Integrating ICT into teacher educ_at_tion the
challenge of striking the right balance
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Thierry Karsenti, Université de MontréalMonique
Brodeur, Université du Québec à MontréalColette
Deaudelin, Université de SherbrookeFrançois
Larose, Université de SherbrookeMaurice Tardif,
Université de Montréal
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Agenda

• Introduction (background, problem)
• Objectives
• Methodology
• Motivation, ICT and future teachers
• Education needs
• Preservice education professionals
• VII. Conclusion

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I. BACKGROUND-PROBLEM
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ICT has proven itself.Unfortunately, as Larose,
David, Lafrance Cantin (1999) have shown, ICT
is least used in faculties of education.
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The potential benefits of technology can only be
achieved if university instructors are aware of
their importance and specific contribution to
teacher education.
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Instructors must not relegate ICT to the role of
optional, superfluous activites, to be done when
we have time.
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Instead, they must adopt an attitude of
cultural, sociological, pedagogical and didactic
awareness to understand the future make-up of
schools, their clients and programs.
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Objective 1

• Better understand the motivation of future
  teachers for pedagogical integration of ICT into
  a school environment.

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Objective 2

• Better understand the needs of current and future
  teachers in terms of the knowledge and skills
  required for efficient pedagogical integration of
  ICT into a school environment.

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Objective 3

• Better understand the role of preservic or
  in-service teacher education professionals and
  instructors in Canada in the process of
  integrating ICT into teaching.

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III. METHODOLOGY
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This report strives to present a (meta)analysis
of research already conducted in the field
(objectives 1, 2 and 3). It is also based on
research currently in progress.
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IV. MOTIVATION OF FUTURE TEACHERS AND
PEDAGOGICAL INTEGRATION OF ICT IN A SCHOOL
ENVIRONMENT
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The preliminary findings of a survey of some
10,000 future teachers reveals that commitment to
and perseverance in pedagogical integration of
ICT during practicums appears largely dependent
on five key factors
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• Pedagogical integration of ICT by associate
  teachers
• Degree or level of a future teacher s computer
  literacy
• Pedagogical integration of ICT by instructors
  when educating future teachers in universities
• A future teacher s expectations of success in
  integrating ICT
• The value placed on ICT by future
  teachers.

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The five characteristics likely to foster
motivation among future teachers to pedagogically
integrate ICT into their professional practice
show promise as avenues for promoting extensive
penetration of ICT into the school environment.
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Although these analyses are only preliminary, the
large number of respondents (about 10,000)
implies that these may be major determinants in
the motivation of future teachers to integrate
ICT.
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V. NEEDS OF CURRENT AND FUTURE TEACHERS FOR
EFFECTIVE PEDAGOGICAL INTEGRATION OF ICT INTO THE
SCHOOL ENVIRONMENT
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Train for what learning outcomes in students?
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• a medium for consulting documentary sources, but
  also for producing
• and communicating.

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Many studies point out that new teachers have
some knowledge of ICT but little practical
knowledge and little or no technopedagogical
skill to integrate ICT into their professional
practice.
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Today, future teachers continue to receive
inadequate training in pedagogical integration of
ICT. They also have few role models among their
university instructors.
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This finding is not limited, however, to future
teachers in Canada, but is found as well among
other teachers in North America and Europe.
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The international nature of the problem of
integrating ICT for future teachers therefore
appears to further reinforce the relevance of
studying this issue.
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Experienced teachers play an important role in
educating future teachers, since they should
suggest approaches for using ICT in actual
classroom situations and should support future
teachers experiments with learning activities
that make use of ICT.
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Yet experienced teachers continue to make less
use of ICT and feel qualified to work in a fairly
limited range of applications.
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Professional development of current teachers in
ICT a few approaches
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• Acquisition of knowledge and development of
  skills linked to ICT, as well as greater
  pedagogical integration of ICT, require

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• Suitable training
• Access to ICT
• Ongoing support and advice to encourage progress
  beyond preservice education.

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VI. PRESERVICE OR IN-SERVICE TEACHER EDUCATION
PROFESSIONALS IN CANADA AND THEIR ROLE IN THE
PROCESS OF INTEGRATING ICT INTO TEACHING
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Technology is usually portrayed as a specialty
rather than an instrument of general application
in didactics and pedagogy.
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Familiarization with various forms of pedagogical
use of ICT is presented as an elective course
that rounds out the general education profile of
future teachers.
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Although the infrastructure is present in the
vast majority of Canadian schools, many studies
reveal that integration of ICT does not always
happen at the practical level.
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• Schools have not always succeeded in adapting to
  the challenges raised by changing
• ICT

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• and they still cannot
• ensure that all students
• acquire minimum
• computer
• literacy,

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• nor do they show enough concern for developing
  students  ability to take a critical view of
  omnipresent media.

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Networking technology is under-utilized, which
limits its integration to the search for
information on known sites when preparing
courses...
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This relationship to school computers appears to
berepeated among new teachers as well as
students.
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In the area of teacher education practices

• Research results have been very mixed.

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Little impact on the profile of ICT use in
practical training or entry into the profession.
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However, the concomitant use of ICT in courses
taken at university and the use of this medium as
part of practical education constitute
conditions for genuinely optimizing learning
acquired.
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VII. CONCLUSION
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• Special attention must be paid to pedagogical
  integration of ICT into the education of future
  teachers, because this integration currently does
  not appear to be
• widespread.

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As the scientific literature points out, future
teachers continue to receive inadequate training
for pedagogical integration of ICT.
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Furthermore, ICT is too often marginalized in
preservic teacher education, and this could have
a negative impact on the students these future
teachers will teach...
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Although integration of ICT must proceed and
simultaneously adapt to all the inherent
challenges of this integration
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There also is a clear need to strike a balance
between successful integration of ICT into
teacher education and respect for the basic
mission of education and research taken on by
universities and especially faculties of
education.
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For this reason, from a pedagogical perspective,
the presence of ICT in teacher education can only
be justified if it contributes added value to the
preservice education of future teachers.

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The effort to integrate ICT will be worthwhile
only if it enhances pedagogy by enabling learners
to forge a better relationship with knowledge.
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Faculties of education are not condemned to serve
as enclaves for integration of ICT they could
take on the role of technopedagogical
protagonists.
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Thank you for your attention.