An Innovative Change in Technology Integration: Training Pre-Service Kindergarten Teachers to Be Courseware Designers

Chien-Heng Lin

doi:10.4236/ce.2012.37175

Abstract

This study focuses on exploring whether pre-service kindergarten teachers can be trained to be designers of digital courseware through learning a series of technology training courses in a limited period of time during their teacher training program. The results show that preschool pre-service teachers can become courseware designers and have the capacity to integrate and produce multimedia courseware in their classroom teaching. This study also demonstrates an adequate training course and pattern for training teachers to be courseware producers, which can be referenced by other teacher training institutions.

Highlights

The integration of multimedia technology in education has been applied pervasively in different level of teaching and learning and has become an inevitable component in many recent educational reforms
This study aims to explore how pre-service teachers can develop their competency in multimedia technology and be trained to be courseware designers in a series of training courses in the teacher-training institutions
One of the training projects is digital courseware design which intends to train pre-service teachers to be familiar with applying multimedia technology in teaching and to develop as courseware designers

Summary

Introduction

The integration of multimedia technology in education has been applied pervasively in different level of teaching and learning and has become an inevitable component in many recent educational reforms. Due to the rapid development of computer technology, a plethora of computer courseware designed to assist learner’s learning and teacher’s teaching has been developed. Multimedia technology has many advantages in teaching and learning, still not many teachers have applied this technology in their classrooms. Palak and Walls (2009) and Culp et al, (2005) reported that teachers mainly apply computer technology for dealing with documental and communicational work, only less for instructional use, with no mention of creating digital teaching aids. As Sime and Priestley’s (2005) statement, teacher’s experience of using digital technology can predict whether teachers will apply digital technology in their future classroom teaching. For new teachers; their digital technology competency and experience tremendously influenced the integration of digital technology in their future classroom teaching (Slaouti & Barton, 2007)

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Discussion

Conclusion