Vol. 10, No. 1, March 1994

Information technology, informatics and pre-service teacher training

G-L. Baron* and E. Bruillardå
Institut National de Recherche Pédagogique* and Institut Universitaire de Formation des Maîtres de Creteil & Laboratoire d'Informatique de l'Université du Maineå.

Abstract Over the past ten years, information technology (IT) has evolved considerably and computers in schools have become increasingly commonplace in France. However, technological subjects aside, any claim that their use has become integrated into every subject would be questionable. Limiting factors do exist, such as the place of IT in curricula. In order to advise their students to use technological devices, teachers must first be convinced that it is advantageous. Teacher training in IT is therefore essential. This paper reports the results of a quantitative study, undertaken in a French University institute for teacher training (IUFM), which was conducted to ascertain students' initial knowledge and opinions regarding IT. Overall, although their level of expectations was high, the initial level of their competency was low. The integration of IT into teacher-training thus appears problematic.

Keywords Attitudes; France; Initial teacher training; Informatics; Information technology.

The changing picture of IT experience in post-graduate teacher training

H. Mellar* and A. Jackson**
*Institute of Education University of London
**School of Humanities and Education, University of Hertfordshire

Abstract The level and kind of Information Technology (IT) experience which our Postgraduate Certificate of Education (PGCE) students bring with them when they start their training is changing rapidly. This paper compares the IT experience and perceived training needs of two cohorts of primary and secondary PGCE students two years apart, 1989/90 and 1991/92. Many of the findings of the first survey were replicated in the second: there was comparatively little use of computers outside word processing and databases, and there were significant differences between primary and secondary student teachers, and between men and women in their perceptions of their own training priorities. There was a small increase in the degree of importance attached to most training priorities but the only one found to be significantly more popular was 'teaching information technology to students'. Comparing the two cohorts, it was found that there had been large increases in the degree of exposure to IT at work and at college, and significant increases in the use of word-processing, spreadsheets, desk top publishing and graphics programs. Analysis of the responses of students under 25 showed that the use of computers in schools was having an increasingly important effect.

Keywords Information technology; Initial teacher training; Training priorities.

The quality of talk in children's joint activity at the computer

N. Mercer, The Open University

Abstract This paper describes some findings of the Spoken Language and New Technology (SLANT) research project which studied the talk of primary school children who were working together at the computer on a range of activities involving various kinds of software. It was observed that computer-based activities were commonly effective for motivating interaction and stimulating talk, but that this talk varied considerably between activities in terms of its quality and educational value. The analysis of these observations suggests some ways in which the quality of talk and collaboration can be improved. This analysis also supports the view that teachers, software designers and educational researchers need a broader conception of what is involved in designing and running computer-based activity.

Keywords Collaboration; Primary schools; Software; Talk.

The strategies and interactions of young children in Logo tasks

N.J. Yelland, Queensland University of Technology

Abstract The present study analysed the strategies and interactions of 60 7-year-old children working on Logo tasks in gender pairs (girls, boys and boy/ girls). The results revealed that initially there were significant differences on some performance variables, based on gender, in one of the tasks. However, these disappeared when the task was changed to one with a focus on accuracy. By the end of the study differences in performance were found to be associated with the application of higher order strategies for problem-solving. The research investigated the nature of the early differences between the groups by examining the strategies and interactions of the pairs of children. The study highlights the importance of considering both the type of task and performance over a reasonable period of time when describing the nature and extent of young children's learning when problem solving in a novel environment.

Keywords Gender; Interactions; LOGO; Problem solving; Young children.

A strategy for educational technology in higher education

P. Adman and L. Warren, University of Hull

Abstract Setting an institutional strategy for technology in higher education will involve both high- level political commitment and varying degrees of financial investment, depending on the extent of structures already in place. In return for this investment, institutions will expect to see significant quantifiable gains in efficiency over relatively short time periods. This article outlines a realistic approach to ensuring that such gains are made without compromising either teaching quality, or the research base.

Keywords Assessment; Communication; Courseware; Higher education; Technology.

Prototyping a collaborative learning tool for nurses

B. Baker, S. Acquah and R. Rada, University of Liverpool

Abstract A Nurse Collaborative Learning (Nurse Co-Learn) tool was designed and developed to help the Department of Nursing to introduce Information Technology to undergraduate nursing students. The MUCH (Many Using and Creating Hypermedia) system was used as the basis for this tool. The Nurse Co-Learn tool supported coordination between clinic personnel. Students were required to take on a role in the clinic, and to perform the relevant tasks for that role. Through participating in this role-playing game students learned word processing, database and spreadsheet skills, whilst performing authentic tasks. Three prototypes were developed and trialled; this paper highlights the features of the prototypes and the responses of the users.

Keywords Activity model environment; Collaborative learning; Computer-aided learning; Nursing education.