Developing, implementing and evaluating an internet curriculum for Egyptian teachers.

This research aimed to develop, implement and evaluate an Internet curriculum for pre-service teachers in Egypt within a constructivist learning environment. Accordingly, this study included the development of the content and objectives of the Internet curriculum, the design of a web-based learning environment, the trialling with groups of pre-service teachers and the evaluation of the effectiveness of both the Internet curriculum and the Web-based learning environment.The methodology used in this study is considered to be a case study and it was also influenced by an action research methodology involving cycles of development, design, implementation and evaluation of the Internet curriculum. A number of methods were used in order to collect research data including questionnaires, observations, interviews and a learning styles inventory (Kolb, 1981). Furthermore, a content analysis was carried out of Internet users' guides and teachers' guides and a Web-based questionnaire was used in order to develop the objectives of the Internet curriculum. A Web-based learning environment namely 'Internet-Tutoring System' was designed in order to provide the students with cognitive tools, information resources and authentic activities.The implementation of the study took place in two phases. The first phase was conducted with a group of students' teachers in Sheffield and the second phase was conducted with another group in Egypt. These phases aimed to identify the issues that emerge from using a Web-based learning environment based on the students' feedback on both the learning environment and the Internet curriculum.This study led to significant results in relation to the content of the Internet curriculum, student learning within a Web-based learning environment, the roles of the teacher, the design of the web-based learning environment and the students' progress in the use of the Internet. The models of constructivist learning environments, particularly Jonassen's (1997a) model, influenced the development of the Internet curriculum and its structure. Accordingly, several content structures were developed in order to take into consideration the different needs and expectations of the students. These included well-structured content with teacher-centred learning, semi-structured content with teacher-student learning and ill-structured content with learner-centred learning. In addition, the Web-based learning environment was designed in order to provide the students with cognitive tools, information resources and authentic activities. As a consequence, a range of tools and resources were integrated in order to encourage the students to play an active role in knowledge construction. This integration is considered to be a key aspect of this study and it was developed in order to accommodate the preferred learning styles of the students. Moreover, a range of roles for the teacher were illuminated in this study such as those of mentor, facilitator and orchestrator. These roles developed due to the integration of a number of teaching methods alongside the use of the Web-based learning environment. They were also influenced by the different content structures of the Internet curriculum and the different types of control over the learning process.The study concludes with a discussion of major implications for both policy and practice in Egyptian education. Furthermore, it highlights key characteristics and key design phases that should be taken into account in the future development of Web-based learning environments. Finally, further research questions are highlighted for the future development of integrated learning and teaching environments.