ICT integration in teaching and learing

This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project “ICT in Initial Teacher Training.” Main findings show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers’ self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students’ learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform “traditional” pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled yet. This paper can constitut...

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Curiosa Mi Ciudad- Investigación didáctica basada en diseño. Se diseñó una propuesta didáctica de investigación escolar para nivel secundario con uso de celulares. Se integró a tres asignaturas: Inglés, Lengua y Literatura e Historia. La propia ciudad es el objeto de conocimiento. La investigación se realizó en tres escuelas públicas de la Ciudad de Buenos Aires en 2014. Participaron investigadores de Fundación Evolución junto a Fundación Telefónica de Argentina

The purpose of this inquiry is to compare one of the IE curriculums, International Baccalaureate (IB) Primary Years Programme (PYP) (IBO, 2009), and a national curriculum, School Curriculum and Standards Authority (SCSA, 2014), to determine if some or all of a national curriculum and the IB PYP is similar.

The paper analyses possible reasons for the gap between teachers’ actions and intentions, reported by research on practices with the use of ICT. The theoretical approach is informed by teachers’ beliefs, which are discriminated in two categories: pedagogical and epistemic. A qualitative fieldwork research undertaken in eight public primary schools in Rio de Janeiro between 2014 and 2019 presents empirical evidence of the relationship between ICT use in the classroom and teachers’ beliefs. Data collection took place in two phases, and the data set consists of: (1) sixty four semi-structured interviews with teachers of the eight schools; (2) two focus groups with teachers in two schools, selected among the eight initial schools. Main findings show the importance of ICT self-efficacy at the core of teacher’s pedagogical beliefs, as skills and knowledge are built upon direct experience and observation of others. Furthermore, epistemic beliefs are strongly related to pedagogical beliefs and teachers’ attitudes. Findings show that the most innovative teachers are those who conceive ICT as a cultural artefact, have an ecological view of the classroom, and translate their intentions into actions, facing uncertainty and possible failure.

This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project “ICT in Initial Teacher Training.” Main findings
show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers’ self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students’ learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform “traditional” pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled yet. This paper can
constitute a significant contribution for developing more innovative and better quality pedagogical practices in this education level.

At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers’  professional development programs, is proposed. This model is based on context, input, process, participants’ learning, organizational support and change, participants’ use of new knowledge and skills, student learning outcomes and cost effectiveness analysis. To test HEM Intel Teach Program (ITP) is evaluated. ITP has some problems about context, input and process, ITP supports teachers technology usage skills, there are problems at organizational support and change level, teachers’ new knowledge and skills limitedly used at classroom levels and there are very little change at students after ITP. There is little change at class level implementations. So, it can be said that the professional development program could not achieve its goals, and also it can be said that evaluated ITP courses were not cost effective. Consequently, HEM is useful to evaluate the professional development programs for teachers.

Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should be presented in an integrated way as well as concrete model need to be developed for the teachers in order for the integration process to improve students’ learning. Based on the premise that “The integration process should strengthen learning of students” there was a need to present an integrated point of view in the application of these processes and to develop some concrete examples for teachers. Therefore, the main purpose of this study is to develop a model assessing the ICT integration process and helping to improve students’ learning.

Through the study of recent histories, this chapter provides an historical view into the field of electronic learning. The chapter begins by explicating the philosophical, pedagogical, and conceptual underpinnings regarding learning, particularly toward learner-centered pedagogies. This is followed by a discussion of the technology, covering the evolution of the hardware/software, its adoption into society, and how these technological advancements have led to today’s new affordances for learning.

Στην παρούσα εργασία ερευνάται ο τρόπος με τον οποίο αντιλαμβάνονται οι εκπαιδευτικοί το ρόλο που μπορεί να διαδραματίσει ο διευθυντής μιας σχολικής μονάδας στην ενσωμάτωση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας (ΤΠΕ) κατά την μαθησιακή διαδικασία. Πραγματοποιήθηκαν 10 ημιδομημένες συνεντεύξεις επιμορφωμένων εκπαιδευτικών στην αξιοποίηση των ΤΠΕ στη διδακτική πράξη (Επιμόρφωση Β’ Επιπέδου) που υπηρετούν σε διαφορετικές σχολικές μονάδες της Ημαθίας και διαθέτουν τις απαραίτητες υλικοτεχνικές υποδομές και άλλες 2 ημιδομημένες συνεντεύξεις με διευθυντές των παραπάνω σχολικών μονάδων, εκ των οποίων ο ένας μόνο είναι πιστοποιημένος στο Β’ Επίπεδο. Διαπιστώνεται η αντίληψη από τους εκπαιδευτικούς ότι ο ρόλος του διευθυντή στην προώθηση της ενσωμάτωσης της χρήσης των ΤΠΕ στη μαθησιακή διαδικασία εξαντλείται στη συντήρηση, την αναβάθμιση και την οργάνωση των απαραίτητων υλικοτεχνικών υποδομών. Παρατηρείται ακόμη η απουσία ενός κοινού οράματος μεταξύ της διεύθυνσης και των εκπαιδευτικών που να προωθεί συλλογικές δράσεις της σχολικής μονάδας με στόχο την ενσωμάτωση των ΤΠΕ στη διαδικασία της μάθησης. Προτείνονται λύσεις καθώς και άλλα θέματα προς περαιτέρω διερεύνηση.

This study examines the availability and utilization of Information and Communication Technology (ICT) in teaching and learning of Biology in secondary schools. The study was guided by three research questions and one hypothesis. The design utilized in this study is the Descriptive survey design. Checklist and Questionnaire were the instruments utilized for data collection. The checklist was used to ascertain the ICT facilities available in public schools. A structured questionnaire titled Availability and utilization of ICT in teaching and learning of Biology was utilized. The reliability coefficient of 0.79 and 0.75 was determined for both teachers and students respectively using Cronbach alpha. Data were analysed using frequency counts, percentages, mean and standard deviation for the research questions, while the Hypothesis was tested using Z-test. The findings of the study revealed that there is a low presence of ICT facilities in public secondary schools. Teachers and students...

This thesis discusses the analysis and implementation of an information system for improving the management of internship program in higher institutions of learning a case study of the University of Kisubi. The system is meant to aid in supervisor allocation of interns, track the student’s internship activities and help in students’ internship evaluation.  The study was done at the University of Kisubi (UniK), located 24 Kilometers from Kampala, The Capital City of Uganda, along Kampala-Entebbe Highway Wakiso District.  To develop a system that will improve the management of internship program at the University of Kisubi that can help to establish a linkage between students and business organizations for career development opportunities.
The Study of current practices of how internship is done at the University of Kisubi (UniK) established that the old internship system was handling each aspect of the internship independent of the other. By providing a common platform for integration of all the internship management aspects within the new system, the University can now utilize the system to access all information on the students’ internship at a central point.
The study reviewed copious sources of literature related which resulted in a list of references for the recognition of the different scholars for their tremendous contribution to the overall body of knowledge.
Design science paradigm was used together with qualitative research strategy and case study method to conduct the study. The data needed for the research was collected using self-administered interviews, observation and document review methods and questionnaires.
An information system was analyzed and designed using HTML5, CSS, JavaScript and PHP and its prototype implemented to address the limitations of the current internship system used at UniK. The system provides different forms for data collection, a central database for storage of data and inbuilt scripts to aid report generation. 
The study was concluded by pointing out numerous recommendations for a better system.

Abstract: In this study, an “ICT integration training" was designed by integrating an online learning environment into the learning and teaching process of prospective teachers in order to assist students to find answers for questions about using "which technology", "why", "where", "how", "when" and "for whom". It is also aimed to improve the knowledge and skills of prospective teachers related to ICT integration as well as enabling them to plan the ICT integration process through the training. As a result of the ICT integration training designed within this study, the prospective teachers have developed lesson plans -by aiming at enriching student learning- that integrate ICT with appropriate learning and teaching methods within the classroom; and those which are operational and ready to use. The study showed that the lesson plans developed by the prospective teachers who received training in ICT integration play an important role in reflecting ICT integration skills on the manner of teaching by ensuring that the knowledge obtained in pre-service education is transformed from theory to practice. When the selected ICT resources and applications in the lesson plans developed by the prospective teachers and their reasons for choosing them were examined, it was observed that instructional approaches are shifted towards a student-centered understanding. Thus, the expressions related to the concept of “facilitating and enriching learning" have constituted a significant part of the reasons why the prospective teachers integrate ICT into the learning and teaching process.

This study investigated the availability and utilization of Information and Communication Technology for teaching science in Nigerian Armed Forces Secondary Schools (NAFSS). The study used descriptive survey method. Stratefied random sampling technique was adopted to select 251 science teachers from 40 NAFSS. Purposive sampling technique was also used to select 15 teachers of Biology, Chemistry and Physics for oral interview. An Interview Protocol, ICT tools observation checklist and Science Teachers Questionnaire were employed for data collection. Reliability indexes of 0.82 and 0.83 were respectively attained using Cronbach alpha. Five research questions were raised and answered in addition to one hypothesis which was formulated and tested. Data obtained were analysed using frequency count, percentages, mean and standard deviation to answer research questions 1-5. Findings revealed that most available ICT tools were desktop computers, laptop computers, projectors, printer and photocopiers. Available ICT tools were in good working condition and functional but inadequate in quantity; science teachers utilised the Internet, word processor and PowerPoint for instructional purposes and high cost of ICT tools were the major challenges identified associated with ICT utilization. It was recommended among others that Armed Forces Education Corps should provide adequate ICT tools for their secondary schools. Science teachers should regularly update their skills and competencies through training and retraining , conferences, workshops and seminars on ICT utilization.

This study investigates the availability and utilization of audio visual (AV) resources for teaching and learning in Government Day Secondary School, Nukkai, Jalingo, Taraba State, Nigeria. The descriptive survey design was adopted. The study population was 1,342 made up of 1,275 students from Junior Secondary (JS) 1 to Senior Secondary (SS) 3and 67 permanent staff of the school. A sample size of 268 respondents was drawn using a combination of complete census and stratified-simple random sampling techniques. An observation checklist and a questionnaire were the instruments for data collection. A total of 268 copies of the questionnaire were distributed but 202 copies were returned giving a response rate of 79%. Mean score was adopted in analysing the collected data. The study found the availability of AV resources such as slide/film projectors, computers, internet (audio and video) lessons, android mobile devices/phone tablets, etc. However, only few of these resources were being utilized and to a low extent. Only slide/film projectors, films, audio/video cassettes, compact disks, and video cassette recorders were being highly utilized. The study also found that harsh climatic condition, inadequate fund, inadequate AV resources, poor maintenance culture of AV resources, etc. are among the challenges facing the availability and utilization of AV resources. Based on the findings, the study recommended among other things, the provision of adequate funds, educating the students, training and retraining of staff, as ways of achieving high availability and effective utilization of AV resources for teaching and learning in the secondary schools.

Spatial skill is a contantious issue in the learning of Engineering Graphics and Design (EGD). Authors have described it as the best skill needed by anyone in an engieenring field. Often in the Bachelor of Education (B.Ed.) degree course, pre-service teachers struggle with the design process in their Technology subject. When they are given a task that needs technical planning in the workshop, they struggle to executive the design process because they lack spatial skill. Fourty-one (41) pre-service teachers were part of the study where the researcher tested their spatial skill before the commencement of the academic year and upon realising that they do lack spatial skill, an intervention was put in place in the form of a short course. After the intervention, the same test was run and the students' results improved which proved that spatial skill can indeed be trained to an individual.

The study described the extent of knowledge in ICT skills of 180 teachers as a basis for a training plan in a selected schools division in
Region 3. A descriptive survey method was utilized having a weighted
mean and standard deviation to treat the data collected. It was concluded that the teachers displayed a proficient extent of knowledge in basic ICT skills. However, some of the skills enumerated have a low mean and were close to the adjacent group scale of the lower level of knowledge. Furthermore, they showed limited knowledge in some advanced computer applications which are necessary for the construction of instructional materials. The self-assessment revealed that they are knowledgeable in ICT skills, but they do not know how to use it in complex applications. The skills for development based on the training needs assessment reiterated a combination of skills which further clarified that not all skills under a certain application are known. It is then recommended that training needs assessment should always be conducted by school administrators to gather data on the actual needs of the teachers as a basis in planning a thorough training matrix to ensure that the development and training provided are based on the needs of the teachers.

The role of Information Communication and Technology (ICT) in education cannot be over stressed. There is a paradigm shift in many developing countries by taking drastic measures in investing heavily on ICT integration in education. Kenya is one of these countries. This paper is a report of a study that was undertaken in the year 2016 on the perception of teachers and principals on ICT integration in the public primary school curriculum in Kitui County in Kenya. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from principals and teachers in 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 principals and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers and interview schedules for principals. The data collected was analysed qualitatively and quantitatively. The results showed that ICT was perceived as an important tool in improving performance, collaboration, learning experiences and learning outcomes. The perception held by the principals and the teachers who took part in the study on ICT integration in the primary school curriculum was positive. This can be attributed to the fact that the Kenyan government has been creating awareness about introduction of laptops as a learning resource in primary schools and generally on the integration of ICT in education. The principals and teachers have been taken through the awareness programmes. The study recommended that the government should continue with its efforts on ICT integration in education given the positive perception of the teachers on the benefits of ICT in the instructional process. Teachers’ perceptions towards ICT integration in education is a significant factor in the implementation of technology related innovations. It is hoped that this study will be useful in education policy making on ICT integration in education in Kenya and other parts of the world.

This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.

In the first part of the present article we wish to
emphasize the main characteristics of sensory processing
disorders, especially in relation to the sound universe. In
the second part, we summarize a few behaviours of
children, noticeable during musical activities, which
indicate a possible sensory integration dysfunction in
these children. In the third part of the paper, we suggest
a few examples of IT resources, whereby, in the context
of musical activities, we can support the out-of-sync
children in diminishing the problems they face.
The starting point of this article is, on the one hand, the
observations from the practical activities carried out with
children, and on the other hand, the studies conducted in
the last 50 years around this subject and summarized by
C. Kranowitz in her book, “The Out-of-Sync Child”.

The unique attributes of mobile learning (m-learning) provide a new approach to learning, which requires a new theory. This chapter begins by explicating how mobile learning is unique from conventional tethered electronic learning and traditional learning. This is followed by a summary of criteria for consideration while creating an m-learning theory, with an analysis of the early proposed theoretical models for m-learning. Finally, the themes emerging from the proposed theoretical models are identified as context, connectivity, and time, which are nested within the concept of personalization, to make the argument that these are the essence of m-learning.

Cet article présente un dispositif original pour l’enseignement du Français Langue étrangère susceptible d’élargir le champ de la classe inversée. La première partie, essentiellement théorique, plante le décor dans lequel il a  été mis en place et donne une vision globale du public d’apprenants auprès de qui les expérimentations ont été réalisées. S’appuyant sur des recherches multidisciplinaires autour de la classe inversée, de la didactique des langues et du numérique en éducation, ce dispositif vise à favoriser l’implication de l’apprenant et à renforcer le travail collaboratif. La deuxième partie de l’article aborde les méthodes utilisées et retrace les étapes de cette étude expérimentale. L’analyse des entretiens réalisés auprès des étudiants a permis d’identifier les points forts de ce projet ainsi qu’un certain nombre d’obstacles.

The purpose of this study is to develop a scale to determine teachers’ perceptions related to levels of ICT implementation based on Levels of Technology Implementation (LoTi) framework. Data were collected from 327 teachers who work in 21 primary schools in Ankara. Confirmatory factor analysis was executed for validity of scale; reliability coefficient values and item total correlations were calculated for reliability of scale. As a result of confirmatory factor analysis, it was found that the scale consists of 34 items under 7 factors and explained 65.4% of the total variance. Reliability coefficient (α) of the scale is found .934.

This paper is based on a study carried out in selected secondary schools in Kenya. The research examines teachers’ professional development needs in Kenya with a specific focus on the teachers’ needs towards professional development in pedagogical ICT integration. Teachers’ professional development is often regarded as a key element to successful education reforms. Hence, teachers are expected to undergo continuous professional development to keep abreast with the various changes that occur in the education systems including the modes of teaching and instructional resources. In this study, a cross-sectional and descriptive survey design was used where research data was collected through triangulation. Three key instruments namely; questionnaires, interview guides and checklists were used to collect data. The study sample for the institutions was 30 secondary schools from Nairobi and Kiambu Counties. The sample comprised 278 teachers, 375 secondary school students, 30 schools and Computer for Schools Kenya (CFSK) trainers. The study revealed a variance in the use of ICTs by teachers especially between personal use and pedagogical use. The highest teacher professional development need cited by teachers for effective ICT integration was an intensive approach to ICT integration. Most teachers felt that the approaches used in professional development did not equip them adequately for independent ICT usage in schools. The paper proposes for a convergent approach to teacher professional development which supports constructivist learning among teacher trainers and subsequently among learners in schools to enhance ICT integration in teaching and learning.

The unique attributes of mobile learning (m-learning) provide a new approach to learning, which requires a new theory. This chapter begins by explicating how mobile learning is unique from conventional tethered electronic learning and traditional learning. This is followed by a summary of criteria for consideration while creating an m-learning theory, with an analysis of the early proposed theoretical models for m-learning. Finally, the themes emerging from the proposed theoretical models are identified as context, connectivity, and time, which are nested within the concept of personalization, to make the argument that these are the essence of m-learning.

In recent years, Massive Open Online Courses (MOOCs) have been sought as one of the means to bridge the knowledge gap in the world we live in. Within MOOCs, the barriers of time, space, location, and accessibility have been overcome compared to traditional means of learning. MOOCs have taken the education community by storm with their unprecedented high student enrolment numbers. The adoption of well-reputed and well-known academic institutes like Stanford, MIT, Harvard and others persuaded many academic institutes worldwide to jump into this trend. However, when looking at the success of MOOCs, only completion rates were seen as the key success metric to this new pedagogical medium. But many recent academic studies have shown that completion rates are a misleading indicator of the success of a MOOC, due to the fact that learners have different aims and motivations. Some learners come with the aim of updating their professional knowledge to match the market needs, some come with the aim of socializing with like-minded people while others simply enjoy the pleasure of learning and expanding their knowledge on topics they did not know before. The need then arises to go beyond completion rates to gain a clear understanding of the obstacles, problems and issues facing students while learning within MOOCs. An empirical and exploratory study based on service science was performed on the first and biggest Arabic MOOC platform named RWAQ. The aim of the study was to understand the customer value of the service and promote student engagement in the online learning environment represented by MOOCs to help answer the following questions: How to understand student engagement in MOOCs? How to promote student engagement within MOOCs using gamification? The study was based on service design and gamification methods. This made it possible to gain a fresh look at the learners' aims, motivations, and needs and resulted in proposing solutions to enhance student engagement. Moreover, creating a collaborative, learner-centric and purposeful learning experience was accomplished. Acknowledgements: I wish to express my great pleasure to have had the occasion of working together with my late student, [Mr Mussab SHARIF]. His wish was to present personally this paper in the EduLearn2015 conference. I am very grateful to my colleague, [Ms Jutta MEURONEN], who assisted me after the sad and unexpected death of my student and supported me in final steps by doing the language check and necessary corrections.

Abstract

The purpose of this study is to investigate the preparedness of preservice teachers for ICT integration, in terms of the changes in knowledge and beliefs. For this aim, an ICT integration training was designed and delivered via an online learning environment. 60 preservice teachers from a state university attended to this training. A mixed method was used in this study. Qualitative data were collected through discussions carried out through the environment; quantitative data were collected through a TPACK scale. One-way ANOVA for repeated measures was used to analyse quantitative data to find out the change in the preservice teachers’ ICT integration knowledge. The results of ANOVA analysis showed that there has been a significant and positive change in preservice teachers’ knowledge at the end of the training. Content analysis was used to analyse qualitative data to find out the change in the preservice teachers’ beliefs related to ICT integration. The results of the content analysis revealed that the preservice teachers’ beliefs regarding ICT integration changed in a positive way at the end of the training. At the beginning of the training, the preservice teachers expressed mostly their concerns and conditions about using ICT in teaching and learning process. At the end of the training, all concerns and conditions have disappeared and the preservice teachers pointed out only their intentions of using ICT in their teaching. Furthermore, their intentions to use ICT in teaching and learning process has shifted from a teacher-centred approach to a student centred approach at the end.

Keywords: ICT Integration; preservice teachers; preparedness to ICT integration; beliefs; TPACK

Summary

ICT integration studies have shown that it is not possible to explain ICT integration through solely the demographic characteristics, computer competences, skills and attitudes of the teachers. Teachers don’t feel themselves ready to integrate ICT into teaching and learning process. Researches have shown that teachers’ ICT usage for instructional purposes depends on their own past learning experiences with respect to ICT and whether they have received any training on ICT integration. So, it is important to ensure that preservice teachers are ready to integrate ICT into teaching and learning process within teacher education programs. The purpose of this study is to investigate the preparedness of preservice teachers for ICT integration, in terms of the changes in knowledge and beliefs. For this purpose, an 11-week course of training on ICT integration was designed and delivered via an online learning environment.
The study group was formed by 60 preservice teachers who enrolled in the “Computer Supported Mathematics Teaching” course. Elgg (https://elgg.org/), which is an open source social networking application, was downloaded, setup on a server, designed for this training, and then used as an online learning environment. A mixed method was used in this study. Qualitative data were collected through discussions carried out via the online learning environment; quantitative data were collected through a TPACK scale. One-way ANOVA for repeated measures was used to analyse quantitative data to find out the change in the preservice teachers’ ICT integration knowledge. Content analysis was used to analyse qualitative data to find out the change in the preservice teachers’ ICT integration beliefs.
The results of ANOVA analysis showed that there has been a significant and positive change in the preservice teachers’ knowledge at the end of the training. The results of the content analysis revealed that the preservice teachers’ beliefs regarding ICT integration also changed in a positive way at the end of the training.
The results of the content analysis have showed that preservice teachers’ statements regarding ICT integration divided into three main themes; conditions, concerns and intentions. At the beginning of the training, the preservice teachers expressed mostly their concerns and conditions about using ICT in teaching and learning process. They asserted that there should be appropriate technologies, environment and support in schools to integrate ICT into teaching and learning process, and they stated their concerns in terms of environment, teacher, subject and student. Their expressions related to these themes were focused on “teachers”. Additionally, they delineated their intentions of using ICT in teaching and learning process within the context of a teacher-centred approach. At the end of the training, the preservice teachers’ all concerns and conditions have disappeared, so any expression related to these themes were detected. The preservice teachers’ all expressions have consisted of their intentions of using ICT in teaching and learning process at the end of the training. Furthermore, their intentions of using ICT in teaching and learning process has shifted from a teacher-centred approach to a student centred approach at the end of the training.
Consequently, it has been shown that ICT integration training which was planned for this research played an effective role ensuring the preservice teachers have been prepared to ICT integration. The preservice teachers equipped with such an ICT integration training are thought to be successful in integrating ICT into teaching and learning process in the future. So, this study is hoped to lead further practical integration studies.

The way the main aspects of the information society are dealt with in school and how the young are being prepared to act socially and in such a professionally fluid and constantly changing context are crucial questions that today's teachers and educators cannot ignore. As several national and international studies seem to indicate, even in wealthier countries with a long history of teacher training, there remains a big deficit in how teachers are prepared to exercise their profession, especially from the methodological point of view (Costa, 2008; Franssila & Pehkonen, 2005; Wallin, 2005). Not only does the use of digital technologies in educational practices continue to be much lower than one would expect, in view of the investments made, but there is also a glaring lack of guidance as regards how they should be taken advantage of, which leads to irregular usage that is not in accordance with the main theoretical principles underlying the constructivist framework of these countries' national curriculums (Costa & Peralta, 2006). Preparing teachers to use the digital technologies in their educational practices is not merely a technical question of how well they master the technologies. Moreover, the way this issue usually ends up being tackled in conventional training gives us strong evidence that the strategies for professional development implemented are ineffective from the methodological point of view. In other words, even after attending the training programmes provided, the teachers and educators continue to have big doubts about what ICT can be used in education, and why and how ICT can improve their pupils' learning (Peralta & Costa, 2007). We believe the essential question lies in the way the teacher training has been designed and its obvious ineffectiveness to properly prepare the teachers (Costa, 2008; Costa et al., 2006). Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers' careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training. Given that these differences are of crucial importance in the teaching practices of teachers and educators, what we propose is the outline of a framework of thinking that will allow us to identify and characterise the different kinds of pedagogical intervention using ICT that can be useful when it comes to designing the training.

The main goal of this paper is to present and validate a socio-technical model of trust. This model aims to depict the implications of trust on moderating learners online interactions.
This work main motivation is focused on design ways to promote a stronger acceptance sense of community among learners, by giving emphasis to a more active learning through collaboration and social construction understanding.
This model aims to eventually provide the means to detect potential trust violations within an online relati- onship, helping educators to move towards practices of reconciliation. This socio-technical trust model takes into account individuals trust predispositions and other five trust attributes and establishes their role on buil- ding relationships, and in developing underlying attitudes, behaviours and beliefs of an learning community. This paper starts by providing a contextualization on this research background and rationale, that leads to a the design of the preliminary exploratory model of model of trust, describes it validation procedure by setting results of a survey procedure.

This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project "ICT in Initial Teacher Training." Main findings show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers' self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students' learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform "traditional" pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled y...