A study in the acquisition and promotion of ICT pedagogic practices and competences by Greek primary school teachers

• Main Author: Amanatidis, Nickolaos
• Published: London South Bank University 2013
• Subjects: 371.33
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593642

Information and communication technologies, (ICT) in education, according to recent and past research, can motivate and engage students and promote knowledge. To meet the increasing demand for change in the incorporation of ICT in education the Greek Ministry of Education and the Pedagogic Institute of Greece, launched a nationwide project of in-service training (INSET) of teachers of the second level, training of teachers in the use and evaluation of pedagogy incorporating ICT in classroom instruction, following the successful implementation and certification of the first level, basic computer skills. The INSET course is separated into four phasesperiods, according to the topics taught and the practical activities of the sessions, as assigned to the trainers by the organisers: The Theoretical Phase, the Practical Phase, the Applied Phase and the Evaluation, Selection and Implementation Phase. The study aims to evaluate and identify the outcomes of the project in terms of the teacher trainees’ acquisition and promotion of ICT pedagogic practices and competencies in classroom instruction through a focus on any changes in the profiles and practices of the teacher-trainees during and after the course, and to identify the elements of the training that may have supported these changes. The research consists of four phases: Investigational, Transitional, In Class Support, and the Joint Teaching, Observational-Evaluative phase. Through the data collected and analysed, drawing on situated cognition, problem-based learning and just-in-time teaching, the following identities emerged: The Progressive Innovative, the Static Innovative, the Receptive Moderate, the Restrained Moderate, the Natural Reluctant and the Phobic Reluctant. Arising from the findings it is argued that change can be associated in particular with the researcher’s collaboration with the trainees in their classrooms, identification of their diverse profiles and the selection and implementation of ICT tools and training modes tailored to the their personal needs, skills and preferences.