Research Results
ICT Application and Integration by Pre-service Teachers Beginning to Implement the IMYM Model
Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Early Childhood Learning
Analysis of Pre-service Teachers' Self-reported Pedagogical Skills in Integrating ICT
The IMYM rubric for the Self-Assessment of Pedagogical Skill in Integrating Information and Communication Technologies with Curriculum and Classroom Practice (Appendix B) allow pre-service teachers to self-assess the competency level of their skills from Beginning to Exemplary levels in ten separate pedagogical skill areas
- using educational software
- assessing student performance
- using ICT to improve student writing
- individualizing instruction
- teaching information literacy skills using resource-based learning
- using adaptive technologies
- teaching information literacy skills using primary sources
- using technology for professional learning and communication
- modifying instructional approach
- researching and evaluating the use of technology in education
In each of these ICT areas, pre-service teachers select from a rubric of four competency levels
- Beginning
- Developing
- Accomplished
- Exemplary
The complete rubric is found in Appendix B: Self-Assessment of Pedagogical Skill in Integrating Information and Communication Technologies with Curriculum and Classroom Practice. The figure below graphs the percentage of pre-service teachers at each level of the ten pedagogical ICT integration skills.
None of the pre-service teachers rated themselves at the Exemplary level for any of the pedagogical skill areas.
