Abstract
<p>Teaching about and with digital technologies continues to challenge teachers. Aligned with the permeation of Information Communication Technologies (ICT) in our daily lives is the challenge of ICT in the classroom. Curriculum writers strive to identify declarative and procedural knowledge needed by future citizens. Teachers strive to design ICT-enabled learning that engages contemporary learners. The identity of a teacher of ICT and using ICT for learning challenges preservice teachers as they create their own identity in the classroom. These challenges cross borders, both geographical and cultural. Using a research approach developed by Hunt (2015), preservice teachers in a teacher education program in Central Java, Indonesia were asked to draw what teachers and ICT look like, sound like, and feel like. This study builds upon the ideas of Goodenough (1926) and Chambers (1983) to examine the views of teachers and ICT held by preservice teachers. These findings can inform the design of teacher education programs in supporting preservice teachers to build their self-efficacy as teachers teaching with and about ICT in their classroom and contribute to the construction of professional learning post-graduation.</p>
Highlights
Reflecting upon the identity of teachers who teach with and teach about InformationCommunication Technology (ICT) is an element of constructing professional identity as a contemporary teacher
Given the current use of Information Communication Technologies (ICT) in Indonesia and in Salatiga, the site of the study, the competencies of ICT teachers and teachers using ICT and teaching about ICT are relevant to schools in the immediate and distant future if they are to respond to the culture of learners
The method used, Y chart and Hunt’s framework (2015), can be used to work with teachers to support them as they reflect upon meeting the challenge of teaching with and about ICT in their classrooms
Summary
Reflecting upon the identity of teachers who teach with and teach about InformationCommunication Technology (ICT) is an element of constructing professional identity as a contemporary teacher. Based in Indonesia, this study implements a method for reflection that is research-based and applicable in many educational contexts In developing this method, Hunt (2015) elaborated upon earlier work by Goodenough (1926) and Chambers (1983) when he asked his Australian preservice teachers to draw a picture of what teaching with and about ICT looks like, sounds like, feels like, building upon the idea of Y-chart graphic organiser. This approach was considered culturally appropriate in the Indonesian context. Given the use of ICT by students away from school in Indonesia, it is essential for Indonesian teachers to see themselves as teachers who teach with and about ICT, thereby, motivating students because they see teachers as modern and up-to-date
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