Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects

Abstract

The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.