dc.contributor.author | Angeli, Charoula | en |
dc.creator | Angeli, Charoula | en |
dc.date.accessioned | 2017-07-27T10:41:52Z | |
dc.date.available | 07-Jan | |
dc.date.available | 2017-07-27T10:41:52Z | |
dc.date.issued | 2004 | |
dc.identifier.issn | 1358-1651 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37702 | |
dc.description.abstract | The study examined the extent to which case-based learning could have an effect on pre-service teachers' beliefs about the pedagogical uses of ICT in the classroom. One hundred second year early childhood pre-service teachers enrolled in an ICT course participated in the study. Research data were collected with a questionnaire, reflection papers, course evaluations and focus interviews. The findings showed that initially the majority of pre-service teachers had negative beliefs and certain misconceptions regarding the pedagogical uses of ICT and that case-based learning effected their beliefs and conceptions. Future research studies should examine the extent to which a case-based learning approach for the teaching of ICT in pre-service teacher training can actually have an effect on appropriately integrating ICT into real classroom practices. | en |
dc.publisher | Journal of Educational Media | en |
dc.source | Journal of Educational Media | en |
dc.subject | Technology integration | en |
dc.subject | Case method (teaching technique) | en |
dc.subject | Preservice teacher education | en |
dc.subject | Higher education | en |
dc.subject | Information technology | en |
dc.subject | Early childhood education | en |
dc.subject | Computer attitudes | en |
dc.subject | Student teacher attitudes | en |
dc.subject | Foreign countries | en |
dc.subject | Computer software | en |
dc.subject | United kingdom | en |
dc.title | The Effects of Case-Based Learning on Early Childhood Pre-Service Teachers' Beliefs about the Pedagogical Uses of ICT | en |
dc.type | info:eu-repo/semantics/article | |
dc.description.volume | 29 | |
dc.description.issue | 2 | |
dc.description.startingpage | 139 | |
dc.description.endingpage | 151 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Accession Number: EJ719222; Acquisition Information: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.; Education Level: Early Childhood Education; Reference Count: 51; Journal Code: JAN2017; Level of Availability: Not available from ERIC; Publication Type: Journal Articles; Publication Type: Reports - Evaluative; Entry Date: 2005 | en |
dc.source.other | EBSCO | en |
dc.contributor.orcid | Angeli, Charoula [0000-0002-0306-5470] | |
dc.gnosis.orcid | 0000-0002-0306-5470 | |