Quality criteria for conceptual technology integration models in education: bridging research and practice

Abstract

© 2021, Association for Educational Communications and Technology. In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory with practical applications. Today, there are a wide range of conceptual models are developed and used in research and/or practice focusing on educational technology integration. These models can be seen as simplified versions of theories for practical application or as condensed wisdoms of practice that need to be further investigated theoretically and empirically. However, there is insufficient agreement on the dimensions and criteria used to judge the quality of conceptual models in educational technology. Therefore, the main goals of this article are to: (1) develop criteria to assess the quality and scope of conceptual models and (2) identify and compare exemplary models for technology integration in educational settings along with these quality criteria. The resulting five criteria from this investigation provide the means to effectively evaluate the quality and scope of conceptual models focused on technology integration while providing additional insight into applying these models in research and practice.

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

“…The model consists of three core elements (Knezek & Christensen, 2016 ): (a) ‘will’, which constitutes a positive attitude towards ICT integration into education; (b) ‘skill’, which denotes the ability and self-efficacy to use ICT and (c) ‘tool’, which refers to the availability and extent of use of ICT. The WST model has a great range of flexibility, as each of the three constructs can be assessed using different measurement instruments (Tondeur et al 2020 ). Moreover, according to Tondeur et al ( 2020 ), the WST is consistent with other technology integration models such as the Technological Pedagogical Content Knowledge (TPACK) framework and is broad in scope, as it has been used in different countries (Agyei & Voogt, 2010 ; Farjon et al 2019 ).…”

“…The WST model has a great range of flexibility, as each of the three constructs can be assessed using different measurement instruments (Tondeur et al 2020 ). Moreover, according to Tondeur et al ( 2020 ), the WST is consistent with other technology integration models such as the Technological Pedagogical Content Knowledge (TPACK) framework and is broad in scope, as it has been used in different countries (Agyei & Voogt, 2010 ; Farjon et al 2019 ).…”

“…students currently enrolled in teacher training programmes leading to initial certification and in-service teachers, i.e. teachers who have entered the teaching profession (Eickelmann 2011 ; Hämäläinen et al 2021 ; Tondeur, Petko et al 2020 ). Among these factors, attitudes, self-efficacy, ICT experience and ICT competencies have been identified as significant and relevant elements related to ICT use (Drossel et al 2016 ; Knezek & Christensen, 2016 ; Grafe & Breiter, 2014 ; Rubach & Lazarides, 2019 ; Spiteri & Rundgren, 2020 ).…”

“…Given that pre-service teacher training plays a crucial role in promoting the integration of ICT into classrooms (Botturi 2019 ), Tiede ( 2020 ) strongly underlines the importance of deriving content for teacher training curricula from relevant scientific literature and research in order to ensure that pre-service teachers are specifically prepared for their prospective teaching profession. To achieve these goals, this study acknowledges the importance of following appropriate conceptual models of educational technology integration (Tondeur et al 2020 ). In this vein, the study was framed within the ‘will, skill, tool’ model by Knezek and Christensen ( 2016 ), which has been used previously by stakeholders and decision makers as a means of determining factors that need to be addressed in professional development and training programmes (Tondeur et al 2020 ).…”

“…To achieve these goals, this study acknowledges the importance of following appropriate conceptual models of educational technology integration (Tondeur et al 2020 ). In this vein, the study was framed within the ‘will, skill, tool’ model by Knezek and Christensen ( 2016 ), which has been used previously by stakeholders and decision makers as a means of determining factors that need to be addressed in professional development and training programmes (Tondeur et al 2020 ). Additionally, because prior research has yielded heterogeneous evidence concerning the impact of gender on ICT-related topics (e.g.…”