The effect of an ICT-based teacher training programme – based on a social constructivist model - on the teaching and learning activities in primary schools in the Ecuador setting
Year: 2004
Type: dissertation
Abstract: The present article studies the nature and training programme of an Ecuadorian teacher training programme focusing on the integrated educational use of information and communication technologies (ICT). An international review grounds the state-of-the-art nature of the ICT teacher training content of the programme. Second, a discussion of the constructivist training approach adopted in the programme helps to position the programme in state-of-the art approaches towards teacher training. Thirdly, a descriptive study of the characteristics of Ecuadorian teachers, underscores the need for a training programme, focusing on competences, such as pursued with IEPSE. A discussion of the findings, and implications and ideas for future research are presented. Introduction and problem statement During the last two decades the development and capabilities of Information and Communication Technologies (ICT) have transformed the ways we communicate, live, work, play and learn. This transformation has caused industrial society to become the “information society” or “knowledge society” (Kozma, 2003). As a result, the creative features of ICT and its applications enable people to increase the quality of life through the improvement of teaching and learning. That is why ICT is considered a “transformative tool” (ETS, 2002) and also a mindtool. Jonassen, Howland, Moore, & Marra (2003) state that in the context of education, these new technologies might function as “intellectual tool kits” and as “intellectual partners” that allow the citizen of the third millennium to create new knowledge from discrete bits of content, individually or together, through a variety of resources (Kirschner & Wopereis, 2003; Niemi, 2003). Becoming competent members of the knowledge society implies the acquisition of “productive skills,” problem-solving skills, independent learning skills, and lifelong ∗ Partly based on a paper submitted for publication in International Journal of Educational Development
Author: Katherine Chiluiza
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2292051019