Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice

Abstract


 The main aim of this conceptual paper is to provide an overview of effective strategies to support pre-service teachers to adequately integrate ICT in teaching and learning activities. Specifically, the focus is on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. To turn this model into practice, the approach of teacher design teams is adopted. A teacher design team can be described as a group of two or more (pre-service) teachers who design (ICT-rich) curriculum materials. Based on the SQD model – theory - and the implementation of the key themes emerging from this model via teacher design teams – practice -, this conceptual paper provides recommendations to improve the potential of pre-service training to enhance future teachers use of ICT in their educational practice.

Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

“…For example, they made several new suggestions regarding collaboration with internal partners, and this may point to the findings by Murtonen and Vilppu (2020) that teachers want collegial support but there may not be enough of it. Tondeur (2018) highlights that integrating technology into teacher design teams can only work if both team and institutional level conditions are observed. This study supports their findings, as it can be concluded that teachers seem to experience organisational, managerial and collegial support important in implementing the ODP education in the whole-of-institution design model.…”

“…Also, teachers need support in implementing new approaches and new designs (Chie et al, 2018). Integrating technology into teacher design teams can only work if both team and institutional level conditions are observed (Tondeur, 2018). Teachers must be offered adequate continuing professional development and support (Naidu, 2019) in the pedagogical use of technology for sustained online teaching and development of teachers' agency in digital contexts (Damşa et al, 2021).…”

Assessment of Tutors’ Level of ICT Competencies in Teaching in Teacher Education in Tanzania

“…Worldwide, ICT competencies are considered an essential requirement for teaching and learning in teacher education institutions (Ferrari et al, 2014;Tondeur, 2018;UNESCO, 2017). Teacher educators are expected to demonstrate best practice in the use of ICT in teaching in order to develop teachers who can apply technologies in their teaching at schools.…”

“…Teacher educators are expected to demonstrate best practice in the use of ICT in teaching in order to develop teachers who can apply technologies in their teaching at schools. There is consensus across studies that, competencies expected for effective ICT use in teaching and learning form a composite of knowledge domains for subject content, pedagogy and ICTs (Koehler et al, 2013;Tondeur, 2018). However, ICT frameworks adopted different foci to develop these competencies.…”

“…However, ICT frameworks adopted different foci to develop these competencies. The most common foci are in teaching subjects and ICT in education competencies (UNESCO, 2018) Studies confirm that, the Technological Pedagogical Content Knowledge (TPACK) focuses on teaching subjects (Tondeur, 2018;UNESCO, 2018). In this framework, subject content and pedagogical content knowledge (CK and PCK) determine appropriate technological knowledge (TK) required to address the learning needs of the subject matter (Mishra & Koehler, 2006;UNESCO, 2018).…”