Teaching Teachers for the Future (TTF): Building

The Teaching Teachers for the Future (TTF) project is a unique nationally significant project funded by the Australian government through the Department of Employment, Education and Workplace Relations (DEEWR. AUD$8.8million) and the ICT (Information and Communication Technology) Innovation Fund (ICTIF). This 2011-2012 project has ambitiously attempted to build the ICT Education (ICTE) capacity of the next generation of Australian teachers through its focus on pre-service teachers, teacher educators and the new Australian Curriculum. This paper will provide an overview of the project including a description of its genesis in a changing educational and political landscape, its structure and operations, its grounding in contemporary theory, the research opportunities it has engendered and its tangible outcomes.

2012

The Teaching Teachers for the Future (TTF) project is funded by the Australian Government's Department of Education, Employment and Workplace Relations (DEEWR) through the ICT Innovation Fund and is an $8.8 million project involving all 39 universities that are involved in teacher education. This symposium involves presenters from four of these universities who are working in various ways in the project. The first paper involves an overview of the project and a summary of some of the projects currently being conducted using the TPACK framework at the various universities. The second paper is on the evaluation strategy and provides a preliminary analyzes. The third paper explores the benefits of prospective teachers creating and sharing new media in their professional learning activities. The final paper is about a Social Ecological Model (SEM) has been used to positively inform integration support efforts of individual academics through their personal, institutional, professiona...

Information and Communication Technology and the Teacher of the Future, 2003

British Journal of …, 2000

In Scotland, ICT is clearly integral to the existing curriculum in primary and secondary education, see, for example, the 5-14 Development Programme or Higher Still in which information technology is identified as one of the core skills areas (HSDU, 1998). In light of current UK-wide developments such as the National Grid for Learning (NGfL) and the New Opportunities Fund (NOF) funded training in ICT for teachers and librarians, it is all the more important to understand teachers' ICT skills and knowledge needs, to discover their priorities for future development and to establish what will encourage teachers to adopt ICT where appropriate in their professional lives as classroom practitioners, as planners and managers and as learners. An investigation of the ICT skills and knowledge needs of teachers working in Scotland was therefore commissioned by the Scottish Office and completed by the authors. This paper reports on that study indicating relatively low use of ICT and a number of key issues which have implications for teacher training and development. The full report is available on the Scottish Executive website number of these critics do not rule out the use of ICT completely and acknowledge a role for the effective use of ICT in education, opinions do differ as to how 'effective use of ICT' should

2005

Technology, Pedagogy and Education, 2011

In 1992 JITTE was the first journal in its field and some said that there were not enough scholars to fill its issues. This special issue celebrates the very fertile field that is spread before us twenty years later with reviews of the landscape of ICT and teacher education. Peer reviewed papers by the journal's editorial board provide thought provoking perspectives on the development of the field over one or two decades, including reviews of belief, pedagogy and the ways in which teacher and teacher educators have responded to ICT. This editorial also reveals influences on the scholarship of initial teacher education and digital technologies, including the editorials of this journal. Research that is starting to provide glimpses of alternative futures and the reviews in this journal, it is not difficult to see that the journal has a place in the landscape for decades to come.

British Journal of Educational Technology, 2007

In Australian Higher Education, the importance of initial teacher education (ITE) programs is evident through enrolments totalling 105 858 students in the broad field of Education in 2012 (DIISRTE, 2012) which represent 9.7% of the 1 094 672 students enrolled in higher education. This paper provides insights into the Teaching Teachers for the Future (TTF) Project involving all Higher Education Institutions (HEIs) which provide ITE programs in Australia. The 15 month long, $8 million TTF Project, funded by the Australian Government's ICT Innovation Fund aimed to develop the ICT capabilities of future teachers. The design of ITE programs need to build the capabilities of future teachers to be effective within increasingly eLearning environments in schools. Central was the use of the Technological Pedagogical Content Knowledge (TPACK) conceptualisation (Mishra & Koehler, 2006) for teacher educators to build pre-service teachers' TPACK confidence and capabilities to enhance eLea...

Despite years of attention, and the presentation in the literature of many successful teacher training efforts, the problem of preparing teachers to effectively integrate the use of ICT in their teaching is still am open one. The variety of proposals emerged during the past decades differ widely from each other not only for the kind of content and activities suggested, but also for what aspects are identified as key points. This paper analyses how the research has tackled, over the years, the relationship between ICT and teacher preparation. Based on a wide analysis of the literature, we attempt to characterise the different approaches encountered, in order to spot the main points addressed and see if it is possible to conceal them in a general teacher preparation framework. Far from being complete, this analysis aims to give a contribution towards the construction of such a framework.

School of Curriculum Faculty of Education, 2013

This paper contextualises the Teaching Teachers of the Future (TTF) Project and acts as a preamble for the TTF stream of papers at ACEC2012. It discusses the aims and objectives of the project, its genesis in a changing educational and political landscape, the use of TPACK as a theoretical scaffold, and briefly report on the operations of the various components and partners. Further, it will discuss the research opportunities afforded by the project including a national survey of all pre-service teachers in Australia gauging their TPACK confidence and the use of the Most Significant Change (MSC) methodology. Finally the paper will discuss the outcomes of the project and its future.