MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan

Chun-Yen Chang, Yu-Ta Chien, Yueh-Hsia Chang, Chen-Yung Lin


This report describes our efforts in fostering Taiwanese pre-service teachers' ability to integrate information and communication technology (ICT) and teaching. The current state of science teacher education and ICT policies in Taiwan are documented briefly. The course model, MAGDAIRE (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) is then introduced to counterbalance the insufficiency of the current teacher education courses in Taiwan. The model is subsequently employed to enhance a science teacher education course at National Taiwan Normal University (NTNU). The study conducted along with the course indicates that MAGDAIRE can significantly improve pre-service teachers' ICT knowledge and skills. Moreover, MAGDAIRE can significantly enhance pre-service teachers' sensitivity to the complex interactions between ICT, pedagogy, and subject matter. Some recommendations for employing the proposed model to enhance teacher education courses are discussed.

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