|M.Sc Student||Kogan Arthur|
|Subject||Students in the Information Age: Their Perceptions about the|
Use of Advanced Technologies in Teaching and
|Department||Department of Education in Science and Technology||Supervisor||Professor Miriam Barak|
|Full Thesis text - in Hebrew|
Nowadays, although numerous educational programs recommend the integration of ICT (Information and Communication Technologies) in teaching and learning, there are still many teachers that cling to traditional methods of teaching. The main goal of this research was to examine the perceptions of pre-service teachers towards the integration of ICT in teaching and learning, and understand the gap between the educational-technological vision and the reality, in which considerable amount of in-service teachers rarely use ICT in their classes. The participants of this research were 71 pre-service teachers from two universities in Israel. The research was implemented in two stages. First, a questionnaire was administrated to examine pre-service students' attitudes towards the integration of ICT. The first stage also included an assignment, requiring students to express their perceptions towards the integration of ICT in teaching and learning by producing a drawing. In this stage, the drawing analysis criterions were determined and validated by experts in education and clinical psychology. The second stage included a drawing assignment and semi-structured interviews among a relatively small group of students (N=18). The drawings and the interviews were analyzed by the criterions determined in the first stage. In the drawing assignment, the students were asked to draw a situation related to the integration of ICT in teaching and learning. The findings show ambivalent perceptions and ambiguous attitudes towards the use of ICT. On one hand, the students indicated many advantages for using ICT in teaching and learning, such as: illustration and simulation of abstract concepts, alternative assessment of students' achievements, and communication anytime and anywhere. On the other hand, the students' drawings presented situations in which the computers cause "robotization" of teaching and learning, distraction of the students' thoughts, and teachers' helplessness in coping with technical problems. The overall picture seemed from the analysis of the drawings and interviews, is that most of the students didn't assimilate coherent integration of ICT. Actually, ICT is usually perceived by pre-service teachers as artificial tool that doesn't contribute to teaching, and sometimes even disrupt it. The significance of this research is twofold. First, it describes pre service teachers' perceptions towards the use of ICT, thus shed light on different aspects related to computerized teaching and learning. Second, the research presents an innovative methodology for analyzing drawings as a method for projecting perceptions.