TY - JOUR
T1 - Little experience with ICT
T2 - Are they really the Net Generation student-teachers?
AU - So, Hyo Jeong
AU - Choi, Hyungshin
AU - Lim, Wei Ying
AU - Xiong, Yao
N1 - Funding Information:
Portions of this paper were presented at the 2011 Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Part of this research was supported by Chuncheon National University of Education under RA2010046.
PY - 2012/12
Y1 - 2012/12
N2 - The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e.; past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes.
AB - The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e.; past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes.
KW - ICT
KW - Net Generation
KW - Past experience
UR - http://www.scopus.com/inward/record.url?scp=84864044247&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2012.05.008
DO - 10.1016/j.compedu.2012.05.008
M3 - Article
AN - SCOPUS:84864044247
SN - 0360-1315
VL - 59
SP - 1234
EP - 1245
JO - Computers and Education
JF - Computers and Education
IS - 4
ER -