Magdaire
A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan
Bibliographic Data
| ID | 19514899 |
|---|---|
| Authors | Chun‐Yen Chang (0000-0003-2373-2004, National Taiwan Normal University), Chun-Yen Chang (0000-0001-6244-1977), Yu‐Ta Chien (0000-0001-5209-2603, National Taiwan Normal University), Yu-Ta Chien, Yueh-Hsia Chang (National Taiwan Normal University), Chen-Yung Lin (National Taiwan Normal University) |
| Year | 2012 |
| Volume | 28 |
| Issue | 6 |
| Publication date | 2012-08-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.806 |
| OpenAlex | W1883472285 |
| Language | EN |
| References cited | 8 |
This report describes our efforts in fostering Taiwanese pre-service teachers' ability to integrate information and communication technology (ICT) and teaching. The current state of science teacher education and ICT policies in Taiwan are documented briefly. The course model, MAGDAIRE (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) is then introduced to counterbalance the insufficiency of the current teacher education courses in Taiwan. The model is subsequently employed to enhance a science teacher education course at National Taiwan Normal University (NTNU). The study conducted along with the course indicates that MAGDAIRE can significantly improve pre-service teachers' ICT knowledge and skills. Moreover, MAGDAIRE can significantly enhance pre-service teachers' sensitivity to the complex interactions between ICT, pedagogy, and subject matter. Some recommendations for employing the proposed model to enhance teacher education courses are discussed
Business · Information and Communications Technology · Mathematics education · Pedagogy · Service model · Subject matter · Teacher education · Teaching method · Technology integration · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Content analysis in communication research
Tracing the development of teacher knowledge in a design seminar
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology
Technological Pedagogical Content Knowledge
Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web
Engaging pre-service science teachers to act as active designers of technology integration
Preparing teachers to teach science and mathematics with technology
| Highly cited | No |
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