Moving Toward a Technology Infusion Approach: Considerations for Teacher Preparation Programs

Foulger, Teresa S.; Wetzel, Keith; Buss, Ray R.

doi:10.1080/21532974.2019.1568325

Cited by 44 publications

(33 citation statements)

References 15 publications

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“…Both learning to teach online (Foulger et al, 2019;McQuiggan, 2012) and actually teaching online (Kearns, 2016;Scott, 2016;Sinacori, 2020) require a shift in pedagogical thinking and practice, thus providing the impetus for instructors to critically reexamine their assumptions and beliefs about teaching and learning. One impact that has been noted in the literature is a shift from teaching-centered to more student-centered practices (Kearns, 2016;McQuiggan, 2012;Scott, 2016).…”

Section: The Impact Of Teaching Online On Faculty Beliefs and Teaching Practicesmentioning

confidence: 99%

“…Institutions seeking to expand their online course offerings and improve its quality should take advantage of faculty members' recent experiences with ERT and build on its momentum. With proper support built on an understanding of the incremental nature of change to instructors' beliefs and practices, and the critical role that online teaching experience plays in shaping and reshaping teaching beliefs and practices, faculty skepticism about the effectiveness of fully online learning could subside with their increased familiarity with online technology tools and confidence in their ability to support effective student learning (Ferrario et al, 2013;Foulger et al, 2019;Mejia & Phelan, 2014;Scott, 2016;Walters et al, 2017). This, however, requires an expanded repertoire of faculty support strategies and new structures that enable embedded on-the-job support and provides in-time guidance and feedback on practical day-to-day challenges (Al-Zahrani, 2015;Foulger et al, 2019;Jääskelä et al, 2017;Mohr & Shelton, 2017;Walters et al, 2017).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…With proper support built on an understanding of the incremental nature of change to instructors' beliefs and practices, and the critical role that online teaching experience plays in shaping and reshaping teaching beliefs and practices, faculty skepticism about the effectiveness of fully online learning could subside with their increased familiarity with online technology tools and confidence in their ability to support effective student learning (Ferrario et al, 2013;Foulger et al, 2019;Mejia & Phelan, 2014;Scott, 2016;Walters et al, 2017). This, however, requires an expanded repertoire of faculty support strategies and new structures that enable embedded on-the-job support and provides in-time guidance and feedback on practical day-to-day challenges (Al-Zahrani, 2015;Foulger et al, 2019;Jääskelä et al, 2017;Mohr & Shelton, 2017;Walters et al, 2017). Moving away from scalable one-size-fit-all training and workshops towards digitally-connected community spaces that allow for context-specific knowledge sharing, dialogue, and collaboration among faculty teaching online, through mentoring or faculty learning communities for instance, can enhance the visibility of contextually relevant pedagogical practices and expose instructors to alternative ideas and experiences that expand their own pedagogical thinking (Jääskelä et al, 2017, Mohr & Shelton, 2017Pacansky-Brock, 2020;Scott, 2016;Walters et al, 2017).…”

Section: Practical Implicationsmentioning

confidence: 99%

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The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

Al‐Freih¹

2021

ije

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The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

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Section: The Impact Of Teaching Online On Faculty Beliefs and Teaching Practicesmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

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The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

Al‐Freih¹

2021

ije

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“…Despite this seemingly comprehensive integration of ICT into teacher education, US researchers have been pointing out repeatedly that teachers do often not effectively use media and ICT in their teaching and that the advancement of media-related educational competencies is far from satisfying (Belland 2009;Ertmer and Ottenbreit-Leftwich 2010;Sang et al 2010; U.S. Department of Education, Office of Educational Technology 2017; Riegel and Tong 2017). A frequently discussed topic in US research in this context is the question of how to best integrate the respective contents, and there has been a considerable consensus recently to foster an inclusive approach and to infuse media and ICT-related teacher education into subject courses and contents as opposed to standalone courses on educational technology, which could then be abolished (Polly et al 2010;Hur, Cullen, and Brush 2010;Slepkov 2013;Bakir 2016;Foulger et al 2017;Foulger, Wetzel, and Buss 2019).…”

Section: 2mentioning

confidence: 99%

“…Within the restrictions given, they can put emphasis on certain contents and neglect others and thus are of core importance for this context. The responsibility coming along with this role is even enhanced in the increasing realization of the technology infusion approach in the US suggested, e.g., by Wetzel, Buss, Foulger, and Lindsey (2014) or Foulger et al (2019). In the case of classical distinct educational technology or media literacy courses, there is a structural responsibility for the institutions to organize, integrate and offer such courses.…”

Section: Micro Levelmentioning

confidence: 99%

Teil III: Die Förderung medienbezogener pädagogischer Kompetenzen

Tiede

2020

MedienPädagogik

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In the first part of this dissertation, selected models and standards from Germany and the USA were introduced, based on a literature review and thus revealing what is considered relevant for practice in a variety of sources and which competencies preservice teachers should acquire, according to these sources. In the second part, methods and selected results of competency measurements were introduced, thus demonstrating ways to operationalize the models and to assess the outcomes of respective processes of such a model integration. Complementary to these theoretical and measurement-focused perspectives on media-related educational competencies, it is important to extend the viewpoint to practices of media-related education of preservice teachers: the objectives both of competency models and of competency measurements ultimately include impacting the respective practices in teacher education and offering a grounded basis and stimuli for improvements and enhanced practice. In accordance with this, various sources emphasize the importance of research on the integration of ICT and respective competencies into initial teacher education (Enochsson und Rizza 2009; Krumsvik 2014; Tondeur u. a. 2017).

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The IT2 Survey: contextual knowledge (XK) influences on teacher candidates’ intention to integrate technology

Foulger

Buss

2021

Education Tech Research Dev

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Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates’ intention to integrate technology into classroom instruction had not been established. We applied the Decomposed Theory of Planned Behavior (DTPB) to aid us in this effort. Our work (a) provided a theoretical conceptualization for factors of XK through application of the DTPB, (b) represented the synergistic effects among these factors, and (c) allowed us to explore their influences on teacher candidates’ intentions to teach with technology. To assess our model, which includes factors such as teacher candidates’ beliefs, attitudes, and efficacy, we developed an instrument, the Intention to Teach with Technology (IT 2 ) Survey. Results from the structural equation model of the survey data indicated our model fit the data very well and readily accounted for various XK factors, the relations among these factors, and their influence on teacher candidates’ intentions to integrate technology into teaching. Given the complexity of the context in any teaching situation, its relation to and influence on technology integration, and the previously limited examination of context in research and teacher development, the results indicate the proposed model is quite plausible, accounting for 75% of the variation in intention. The study demonstrates the IT 2 Survey is an effective instrument to examine factors associated with XK and their influences on technology integration. Our work extends theory about technology integration by including XK and has implications for researchers as well as practitioners who seek to advance technology integration in preparation programs.

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Moving Toward a Technology Infusion Approach: Considerations for Teacher Preparation Programs

Cited by 44 publications

References 15 publications

The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

Teil III: Die Förderung medienbezogener pädagogischer Kompetenzen

The IT2 Survey: contextual knowledge (XK) influences on teacher candidates’ intention to integrate technology

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