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Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
2008 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 24, no 2, 156-166 p.Article in journal (Refereed) Published
Abstract [en]

The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT-learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school-based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.

Place, publisher, year, edition, pages
Chichester, West Sussex, United Kingdom: Wiley-Blackwell, 2008. Vol. 24, no 2, 156-166 p.
Keyword [en]
change, conditions, ICT, learning, newly qualified teachers, tools
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-16300DOI: 10.1111/j.1365-2729.2007.00249.xISI: 000253826600007OAI: oai:DiVA.org:liu-16300DiVA: diva2:133670
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2017-12-14Bibliographically approved
In thesis
1. Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
Open this publication in new window or tab >>Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2009. 75 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 471Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 139
Keyword
Collaborative learning, critical reflection, ICT, learning conditions, mediating tool, multilingual setting, Rwanda, teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16304 (URN)9789173937221 (ISBN)
Public defence
2009-01-30, Hörsalen Key 1, Key Building, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2017-12-14Bibliographically approved

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Mukama, EvodeAndersson, Sven B.

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