Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspective
Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspective
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新晋合格教师与信息和通信技术使用相关的学习：瑞典的视角
DOI：
10.1111/j.1467-8535.2006.00563.x
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Sven B. Andersson
中科院分区：
文献类型：
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作者：
Sven B. Andersson
本定性研究的重点是新合格教师使用信息通信技术（ICT）作为应对日常工作挑战的工具。总体目标是调查他们是否可以为信息通信技术背景下学习的新知识做出贡献。理论出发点关注的是在知识和技能交流方式发生变化的情况下学习的可变性。这项研究基于采访和观察。研究结果显示，新技术在一定程度上改变了教学、学习和同事之间合作的环境。新教师的话语表明，信息通信技术的使用是广泛的，并且在女性和男性参与者之间表现出很大的差异。在经验丰富的教师和新获得资格的教师之间的合作中，跨界变化是显而易见的，特别是当他们从事共同的发展项目时。然而，很少有教师提出积极使用信息通信技术与学生的学习有关。信息通信技术能力所导致的角色转变引发了对教师教育中系统信息通信技术特征重要性的质疑。许多新获得资格的教师希望他们对信息通信技术和相关技术有更多的了解。另一个问题是，对使用该技术表现出兴趣的新合格教师能否在积极和创造性地使用信息通信技术方面发挥变革推动者的作用。
This qualitative study focuses on newly qualified teachers’ use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers’ utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary-crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils’ learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT.