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
Summary of Pre-service Teachers' Self-reported Pedagogical Skills in Integrating ICT
The following four graphs summarize the range of pre-service teachers at each of the four levels of ICT pedagogical skill: Beginning, Developing, Accomplished, and Exemplary. These graphs lead us to the following conclusions:
- Overall, ratings at the Beginning levels of pedagogical skill in integrating ICT were high and the Accomplished and Exemplary levels of pedagogical skill were very low or non-existent.
- The majority of pre-service teachers report being at the Beginning level for
- researching and evaluating the use of ICT (79%)
- using educational software (69%)
- assessing student performance (65%)
- individualizing instruction (65%)
- teaching information literacy skills using resource-based learning (62%)
- The majority of pre-service teachers report being at the Developing level in using techology for
- professional learning and communication (59%)
- modifying instructional approach (56%)
- using ICT to improve student writing (55%)
- A limited number of pre-service teachers report being at the Accomplished level in using technology for
- professional learning and communication (12%)
- using ICT to improve student writing (6%)
- teaching information literacy skills using primary sources (6%)
- It is not unusual that none of the pre-service teachers would rate themselves as Exemplary practitioners of ICT integration with curriculum and in their classrooms during their student-teaching practicum.
Percentages for Teacher Self-Assessment of Beginning Integrating ICT
Percentages for Teacher Self-Assessment of Developing Integrating ICT
Percentages for Teacher Self-Assessment of Accomplished Integrating ICT
Percentages for Teacher Self-Assessment of Exemplary Integrating ICT
