Preservice teachers' perceptions of an ICT-rich learning environment: Development of an instrument

Adam Handelzalts; Ellen Van Den Berg; Geesje Van Slochteren; Suzanne Verdonschot

doi:10.1007/s10984-007-9024-1

Preservice teachers' perceptions of an ICT-rich learning environment: Development of an instrument

Adam Handelzalts^*, Ellen Van Den Berg, Geesje Van Slochteren, Suzanne Verdonschot

^*Corresponding author for this work

Team Secondary Education

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

This article reports the development of an instrument to measure preservice teachers' perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners' Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.

Original language	English
Pages (from-to)	131-144
Number of pages	14
Journal	Learning Environments Research
Volume	10
Issue number	2
DOIs	https://doi.org/10.1007/s10984-007-9024-1
Publication status	Published - Jul 2007

Keywords

Constructivist learning environment
Instrument construction
Questionnaire
Student perceptions
Teacher education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Cite this

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abstract = "This article reports the development of an instrument to measure preservice teachers' perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners' Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.",

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AU - Verdonschot, Suzanne

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AB - This article reports the development of an instrument to measure preservice teachers' perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners' Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.

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Preservice teachers' perceptions of an ICT-rich learning environment: Development of an instrument

Abstract

Keywords

UN SDGs

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