Pre-service teachers’ preparation for teaching with technology

Although pre-service teachers could be influenced by many factors that influence in-service teachers’ perceptions and practices related to the ICT, such as prior experience of using ICT, the availability of resources and their belief about the role of ICT in education, there seem to be many factors that influence the pre-service teachers’ perceptions and practices in particular. Research shows that the universities’ input and the training of pre-service teachers during the school placement can be seen as major factors in their use of ICT (e.g. Cuckle & Clarke, 2002; Hammond et al., 2009; Instefjord & Munthe, 2016; Nykvist & Mukherjee, 2016; Usluel, 2007). While pre-service teachers seem to have sufficient technological skills gained from their courses and their personal lives, they show relatively poor access to computers and sometimes poor use of ICT in the classroom. Niess, Lee, Sadri and Suharwoto (2006) found that, while teachers show good technological skills, their use of technology was characterized as novice. This was because their skills were limited to technology operation rather than the integration of these technologies into

teaching science and mathematics. A possible reason for this poor integration of technology among the pre-service teachers was indicated by Niess (2005, p.510) where “preservice teachers often learn about teaching and learning with technology in a more generic manner unconnected with the development of their knowledge of the subject matter”.

Some researchers argue that what pre-service teachers had learned in their courses was not always appropriate to what was available in schools (Cuckle & Clarke, 2002; Instefjord & Munthe, 2016; Nykvist & Mukherjee, 2016). Cuckle and Clarke (2002) argue that pre-service teachers need more support to overcome practical difficulties. This emphasizes the importance of preparing pre-service teachers to employ ICT within the pedagogical context and according to their teaching subject, as Kalogiannakis (2010) and Niess (2005) argued. This finding is supported by that of Wang (2001), that pre-service teachers might have a poor background regarding strategies of using ICT as a learner-centred tool. He concluded that higher educational institutions should develop programmes that address appropriate teaching strategies and the role of the teacher when teaching with ICT. This suggests that there is a mismatch, to some extent, between what pre-service teachers learn during their university study and what they face when they go to schools for teaching practice (Tearle & Golder, 2008 cited in Meredith, 2011). Another study (Enochsson, 2010) also supported this argument where it was found that “there is theory at the university and practice at schools and very little connection in between” (p.28). This sheds light on the importance of the university programme design and the partnership between the university and school regarding the organisation of the school placement of the pre-service teachers which is part of the focus of the current study.

Sime and Priestley (2005) also underlined the importance of preparing pre- service teachers in teaching strategies that are compatible with the schools’ needs and the role of the teacher when teaching with technology which was supported by more recent research findings (e.g. Instefjord & Munthe, 2016; Nykvist & Mukherjee,2016). Sime and Priestley (2005) stated that “student teachers are now required to not only show good ICT skills, but also to be able to include ICT in their teaching in a manner which enhances children’s learning” (p.132). From the above discussion, it is clear that higher educational institutions’ input and pre-service training play a major role in shaping pre- service teachers’ perceptions and practices related to ICT and the matters that need to be considered are not only technological matters, but rather pedagogical aspects and teaching strategies associated with ICT integration need to be considered carefully.

In addition, the importance of supporting pre-service teachers during school placements to use ICT effectively has been underlined by many researchers. Sime and Priestley (2005) summarized several aspects that need to be considered in order to improve the pre-service teachers’ effective use of ICT. They argue that modeling of technology use by the pre-service teachers’ tutors and cooperating teacher during school placements can help them to effectively integrate it into their practice. They also should be given the opportunity at university to use technology in their own learning and to apply the integration of ICT in teaching. Moreover, the availability of a community of people (such as teachers, university tutors and other pre-service teachers), which can offer support and guidance if needed, is important if the pre-service teachers are to develop the right perceptions and beliefs and to integrate ICT successfully (Sime & Priestley, 2005).

3.2.5.2 Teaching subject influence on ICT use: science and mathematics

The use of technology is appreciated and found to be valuable for both science and mathematics lessons. Hennessy et al. (2007) found that using technology, such as simulation, instead of real experiments with science lessons saves the teachers’ time, provides them with more time to discuss the lesson contents that are demonstrated by technology and helps them to avoid practical issues that might face them when conducting real experiments. Technology, such as presentation technologies and dynamic applications, was also reported to be important for teaching and learning mathematics. Anthony and Walshaw (2009) argued that “these dynamic graphical, numerical, and visual technological applications provide new opportunities for teachers and students to interact, represent, and explore mathematical concepts” (p.157).

However, and as mentioned earlier in this chapter (3.2.4 Factors beyond the pure technological skills), the pre-service teachers’ teaching subject was found to be an influential factor in their adoption of technology in their teaching. Research found that the use of technology among mathematics pre-service teachers was relatively low comparing with the science pre-service teachers (Almulhim, 2013). It was also reported that mathematics pre-service teachers complain about the lack of technological tools that support the learner-centred strategy of teaching (Enochsson & Rizza, 2009) which possibly contributes to the poor adoption of technology among them. On the other hand, science pre- service teachers were found to adopt more teacher-centred strategy of teaching than their mathematics colleagues (Almulhim, 2013; Alshehri, 2012; Cady & Rearden, 2007; Enochsson & Rizza, 2009). However, the underlying assumptions behind this difference in pedagogical identities of science and mathematics pre-service teachers do not seem to be explained and addressed

well in the existing literature which the current study considers within its focus and attempt to explore.