Teachers’ ICT Perspectives and Practices #teched #edchat

My research focuses on the preparation of teachers’ ICT perspectives and practices. My argument is there is a systemic problem in the field of education, wherein teachers’ ICT perspectives and practices are assumed, but not prepared. This lack of preparation is well documented in education research, whether the investigation is looking at pre-service teacher preparation, teacher education instructors, teacher education curriculum, teacher education pedagogy, in-service teachers (elementary, middle school, high school and higher education), and professional development for in-service teachers. I investigate the problem as a composite of cognitive, cultural and technological dimensions. I theorize the problem as ecological: there is a continuing problem in education to form efficacious, socially active ICT communities of practice as an integral aspect of professional education practice. I discuss this problem in relation to teachers’ ICT (technological dimension) perspectives (cognitive dimension) and practices (cultural dimension).

Each of these elements, ICT, perspectives, and practices, are not limited to a singular dimension, rather, they each are a composite of three dimensions, cognitive, cultural, and technological. The element of ICT is a composite of cognitive, cultural and technological dimensions, where the technological dimension is informed by the underlying cognitive and cultural capabilities of users. The element of perspectives, in this context, is a composite of cognitive, cultural and technological dimensions, where the cognitive dimension is informed by the underlying cultural and technological capabilities of users. The element of practice, in this context, is a composite of cognitive, cultural, and technological dimensions, where the cultural dimension is informed by the cognitive and technological capabilities of users.

I define my usage of ICT perspectives and practices in the context of this study in the next three posts.

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