Self-Perception on Information Technology Skills of Pre-Service Teachers from the Point of View of Their Programs

##plugins.themes.bootstrap3.article.main##

  •   Moncef Bari

  •   Phu C. Hoa

Abstract

This article presents the initial results of a survey on the IT skills of prospective teachers of different teaching programs of the faculty of pedagogy of Dalat university (Vietnam). These students have no academic IT training in their curriculum, so the objectives of this survey were (1) to find out their self-perception about the skills IT they use almost every day but without a specific course, and (2) to identify specific profiles according to the different programs and to make a comparison between them. The survey has been conducted through the Internet, using Google Forms, and the responses were anonymous. The questions were focused on their self-perception on their skills regarding media processing (images, sounds, and videos) and website creation. 72 responses were received among which 70 were valid. The results show that there is not a significant difference between the student’s self-perception skills according to their programs whereas there are differences according to the kind of the media processing skills.


 


Keywords: IT Skills, Pre-Service Teachers’ Skills, Pre-Service Teachers Training, Self-Perception Skills

References

Ainley, J., Enger, L., & Searle, D. (2008). Students in a digital age: Implications of ICT for teaching and learning. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 63 – 80). New York: Springer.

Bari, M. (2016). Information and communications technology for prospective teachers. Proceedings of the International seminar on education. Padang, Indonesia. ISBN: 978-602-72537-2, 590-598.

Bidariana, Sha., Bidariana, So & Davoudi, AM. (2011). A Model for application of ICT in the process of teaching and learning. Procedia - Social and Behavioral Sciences, 29, 1032-1041.

CERI/OECD: Centre for Educational Research and Innovation & Organisation of Economic Co-operation and Development. (2010). Are the new millennium learners making the grade? Technology use and educational performance in PISA. Paris, France.

Efe, R. (2011). Science Student Teachers and Educational Technology: Experience, Intentions, and Value. Educational Technology & Society, 14(1), 228–240.

Hammond, M., Crosson, S., Frakouli, E., Ingram, J., Johnston-Wilder, P., Johnston-Wilder, S., Kingston, Y., Pope, M. & Wray, D. (2009). Why do some student teachers make good use of ICT? An exploratory case study. Technology, Pedagogy and Education, 18, 59-73.

Muller, J., Wood, E., Willoughby, R., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523–1537.

Ottestad, G. (2010). Innovative pedagogical practice with ICT in three Nordic countries – differences and similarities. Journal of Computer Assisted Learning, 26, pp. 478-491.

Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviours with educational technology. Computer & Education, 54, 103-112.

##plugins.themes.bootstrap3.article.details##

How to Cite
Bari, M., & Hoa, P. C. (2022). Self-Perception on Information Technology Skills of Pre-Service Teachers from the Point of View of Their Programs. European Journal of Education and Pedagogy, 3(3), 110–113. https://doi.org/10.24018/ejedu.2022.3.3.334