Date of Award

2019

Degree Type

Thesis

Degree Name

Doctor of Philosophy

School

School of Education

First Advisor

Dr. Jeremy Pagram

Second Advisor

Dr. Alistair Campbell

Field of Research Code

130103, 130306, 130313, 160506

Abstract

With the ongoing development of the Information and Communication Technology (ICT), a wide variety of devices, software and apps are available that could be used in education. As a result, universities and schools are adopting different policies and strategies for integrating these new technologies. As teachers are a key element in the implementation of educational innovation, teacher educators and pre-service teachers need to be confident in using ICT effectively in teaching and learning.

This study proposed to investigate how teacher educators’ and pre-service teachers’ integration of ICT in their teaching and learning. A mixed methods design, that included both quantitative and qualitative methods, was employed in this research. Through conducting surveys and semi-structured interviews, the study examined teacher educators’ and pre-service teachers’ ICT ownership and self-perceived ICT skills along with perceptions of ICT use within the classroom. Document analysis was used to examine the current institutional ICT policies and infrastructure support for teacher educators and pre-service teachers at two of the largest teacher education providers in Western Australia and one Australia’s online university.

It is anticipated that this research will have benefits for both teacher educators and pre-service teachers. It is hoped that the research outcomes will have both practical implications for current in-service teachers and students as well as having policy implications for university and future teacher education.

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