Several governments have adjusted their school curricula to integrate ICT skills training for young people as they are considered necessary in the 21st Century. In doing so, governments have given teachers the responsibility for the development of young people's ICT skills. Universities, for their part, need to train future teachers accordingly. A longitudinal research was started in 2013 to study the evolution of some techno-perceptions and beliefs of student teachers from many universities in order to better understand their views and their needs. This communication will focus on the importance that future teachers attach to different tools and to whom they attribute the responsibility to train young people to these tools. We will discuss the main beliefs of future teachers in terms of importance and responsibility, and consider their evolution over time, differences between university and the possibility to adjust teachers initial training.

1. Who is responsible?
Perception of importance and
responsibility of future teachers
towards ICT.
Patrick Giroux, Université du Québec à Chicoutimi
Stéphane Villeneuve, Université du Québec à Montréal
Carole Raby, Université du Québec à Montréal
Martine Peters, Université du Québec en Outaouais
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2. Context
✧ Technology is playing a growing role in our life
✧ ICT skills were added to school curricula
⭐ Why?
⭐ Necessary in the 21st century!
✧ Teachers are therefore responsable
✧ Universities need to train future teachers accordingly
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3. Context
✧ Each university has choosen it’s own way...
✧ But studies show future teachers
⭐ believe they’re competent, good at using the Internet and able to help
learners
⭐ lack many abilities!!!
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4. How could all those universities fail to prepare future
teacher?
✧ Previous research data (Giroux, Gagnon, Gremion et Heinzen, 2013) suggests
that future teachers
⭐ do not consider all ICT skills equally important
⭐ assign responsibility for several ICT skills to other players
✧ By cons, this research had many European participants and only a few
Canadian
✧ If true, it could explain the lesser impact of universities
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5. Our study...
✧ Longitudinal
⭐ Started in January 2013
⭐ Still ongoing
⭐ 9 consecutive semesters
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6. Methodology
✧ Online Survey
✧ Before the first ICT related class
✧ 29 tools
⭐ Skill level
⭐ Importance
⭐ Responsability
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7. Participants (first 9 semester)
✧ 2692 participants
⭐ 2239 women
⭐ 450 men
⭐ 18-63 years
⭐ 64% between 19 and 24
✧ Course was mandatory for 87%
✧ 9 universities
✧ Will teach…
⭐ k-6: 63%
⭐ 7-12: 20%
⭐ Professionnal: 4%
⭐ College: 11%
⭐ University: 2%
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8. Participants (first 9 semester)
✧ Daily , they use…
⭐ Personnal computer: 60%
⭐ Laptop: 96%
⭐ Smartphone: 85%
⭐ PMPs (iPod Touch or other): 33%
⭐ Tablet: 52%
⭐ Digital book reader: 4%
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9. 9
How important is it to have ICT in schools?

10. How important is it for teachers to master ICT skills?
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11. How important is it for students to master ICT skills?
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12. What tools are
important to the
future teachers?
⭐ Word processor
⭐ Presentation software
⭐ Spreadsheet
⭐ Email
⭐ Interactive board
⭐ Bibliographic tools
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13. Tools they
mostly don’t
know about...
(could not juge their importance)
⭐ Social bookmarks
⭐ E-portfolio
⭐ Exerciser software
⭐ Online collaboration tools
⭐ Clickers
⭐ Mindmapping tool
⭐ E-mailing list
⭐ RSS
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14. The importance
given to other
tools was
medium or low
⭐ Web page creator
⭐ Digital camera, image processing
tools and audio/video (creating &
sharing)
⭐ Instant messaging & social networks
⭐ Videoconferencing
⭐ Wiki, blog & micro-blog
⭐ Podcast
⭐ Forum
⭐ Cloud storage services
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15. Majority thought
that the school/
teachers are
responsible for
⭐ Word processor, Presentation
software & Spreadsheet
⭐ Web page creator & Audio/video
(creating & sharing)
⭐ Wiki, forum & online collaboration
tools
⭐ E-Portfolio
⭐ Bibliographic tools
⭐ Cloud storage services
⭐ Interactive board
⭐ Mindmapping software
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16. Learners or their
parents must take
responsibility for all
other tools
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17. As ICT is rapidly
gaining importance
in our lives, we
might expect that the
importance
attributed to them
increases over time. 17
No systematic
significant difference
over time!

18. No university is
clearly more
successful, either
through recruitment
or training prior to
the first course in
ICT .
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However, one can observe
some significant
differences when
comparing two universities
for a specific tool.

19. This could mean that ICT
integration initiatives in
other courses prior to the
ICT course are effective.
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20. Questions? Comments ?
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To continue this discussion:
Email: pgiroux@uqac.ca G+: +PatrickGiroux
Twitter: @pgiroux Slideshare: pgiroux