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dc.contributor.authorAngeli, Charoulaen
dc.creatorAngeli, Charoulaen
dc.date.accessioned2017-07-27T10:41:52Z
dc.date.available07-Jan
dc.date.available2017-07-27T10:41:52Z
dc.date.issued2004
dc.identifier.issn1358-1651
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37702
dc.description.abstractThe 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.publisherJournal of Educational Mediaen
dc.sourceJournal of Educational Mediaen
dc.subjectTechnology integrationen
dc.subjectCase method (teaching technique)en
dc.subjectPreservice teacher educationen
dc.subjectHigher educationen
dc.subjectInformation technologyen
dc.subjectEarly childhood educationen
dc.subjectComputer attitudesen
dc.subjectStudent teacher attitudesen
dc.subjectForeign countriesen
dc.subjectComputer softwareen
dc.subjectUnited kingdomen
dc.titleThe Effects of Case-Based Learning on Early Childhood Pre-Service Teachers' Beliefs about the Pedagogical Uses of ICTen
dc.typeinfo:eu-repo/semantics/article
dc.description.volume29
dc.description.issue2
dc.description.startingpage139
dc.description.endingpage151
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesAccession 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: 2005en
dc.source.otherEBSCO
dc.contributor.orcidAngeli, Charoula [0000-0002-0306-5470]


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