Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Abstract

The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

“…The discussion on the ways in which pre-service teachers can be better prepared for TPACK should also be seen as part of the development of the entire teacher education programme as demonstrated in the SQD model (Tondeur, van Braak, Siddiq et al, 2016). Technology needs to be infused as a systemic and systematic process throughout the entire teacher training programme.…”

“…The SQD-scale used in this study was constructed around the six significant domains of the inner circle (e.g., the micro-level) of the SQD-model (Tondeur, van Braak, Siddiq et al, 2016), a model based on the synthesis of qualitative evidence [ Figure 1]): (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 (22 items, Cronbach's α = .97). Respondents were asked to rate each statement of all on a 5-point Likert scale, anchored between: 0 -strongly disagree and 5 -strongly agree.…”

“…The changes have been faster than could have been imagined two or three decades ago (Spector, 2010). But increasing access to technology does not seem to be enough to lead to effective use of technology in education (Tondeur, van Braak, Siddiq, & Scherer, 2016). Teachers play a key role in enhancing student learning with technology-enhanced classroom practices.…”

Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

“…Yet, research shows a gap between how ICT is addressed in teacher education institutions and what is expected from future teachers (e.g., Kay, 2006;. One of the reasons for this gap is that teacher educators are not always familiar enough with the integration of ICT in education (Goktas, Yildirim, & Yildirim, 2009;Tondeur, van Braak, Siddiq, & Scherer, 2016)). Teacher educators are expected to model effective ICT integration and provide future teachers with the necessary ICT entry qualifications.…”

Social media: Insights for medical education from instructor perceptions and usage

“…While there are many theoretical, evidence-based and practical advantages of using SoMe in MedEd, many educators simply are not willing to embrace them because of their own perspectives of the value and utility of the approach. Easily accessible recommendations and practical tips for medical educators in the use of SoMe, such as the Social Media Toolkit (Kilis, Gülbahar, & Rapp, 2016) and the Synthesis of Qualitative Evidence questionnaire instrument (Tondeur, van Braak, Siddiq, & Scherer, 2016) are recommended to improve the efficiency when identifying how to use and apply this tool in MedEd.…”