Watch and learn!: an evaluation of the impact of screen capture tutorials in delivering Computer-Assisted Language Learning training to a group of PGCE Secondary Modern Foreign Languages student teachers during the course of their first semester of Initial Teacher Training in a Welsh Higher Education Institution.
University of Wales Institute, Cardiff.
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Information and Communication Technology (ICT) across the curriculum in initial teacher training is traditionally delivered by tutors in university-based settings. The aim of this investigation was to develop the ICT skills of Modern Foreign Languages student teachers at a time when student-tutor contact time had reduced considerably. The focus of the research was based upon the introduction of screen capture tutorials for a computer assisted language learning application. This undertaking was influenced by the recommendations of Catherall (2005) in finding a solution in offering a flexible approach to support course delivery in a low-contact study context. Welsh trained student teachers compete for teaching posts alongside English trainees who have passed an ICT skills test. In Wales, students are not required to pass such a test but must demonstrate they have achieved the Qualified Teacher Status standards relating to ICT (DCELLS,2009). Seventeen student teachers in a Welsh institution were invited to participate in the project. An intervention process was implemented to train the participants in attaining personal and pedagogic ICT skills in the use of web authoring software. Video tutorials, instruction booklets and exemplar teaching resources were provided electronically. An action research approach was implemented to test the impact of the video tutorials on the students' ICT development. A variety of methods were employed to gather the relevant data and ensure the research's reliability and validity. The data appear to suggest that students experienced an improvement in their personal and pedagogical ICT competence. The data also reveal that the screen capture training had served to complement the traditional mode of institution-based delivery. The students produced meaningful language resources, shared with their peers, mentors and tutors, demonstrating they had fulfilled in part the QTS standards requirements relating to ICT (DCELLS, 2009).
MA Education Thesis
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