Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants

Polly, Drew; Mims, Clif; Shepherd, Craig E.; Inan, Fethi A.

doi:10.1016/j.tate.2009.10.024

Cited by 290 publications

(190 citation statements)

References 27 publications

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“…To respond to Running Head: MEASURING THE ADOPTION OF EFFECTIVE STRATEGIES 4 this expectation, many institutions have included introductory technology courses, primarily focused on the development of technological knowledge and skills (Polly et al, 2010).…”

Section: Teacher Education and Technology Usementioning

confidence: 99%

“…Further research on the development of ICT capabilities for preservice teachers reveals that technology should be infused into the entire curriculum (Authors, 2014). Without such integrated approaches, Polly et al (2010) predict that the competencies pre-service teachers gain are likely to remain isolated and unexploited. Practical experiences worldwide have corroborated the potential of such integrated approaches as well as the difficulties associated with their implementation (Drent & Meelissen, 2008;Mouza et al, 2014).…”

Section: Teacher Education and Technology Usementioning

confidence: 99%

“…To illustrate, the "Preparing Tomorrow's Teachers to Use Technology" (PT3) programme provided funds to support the development of teacher technology learning experiences (see Authors, 2012). This programme emphasized Running Head: MEASURING THE ADOPTION OF EFFECTIVE STRATEGIES 5 technology training in authentic teaching situations (based on Kay, 2006;Ottenbreit-Leftwich et al, 2010;Polly et al, 2010): hands-on technology skill-building activities (e.g., workshops), collaboration among pre-service teachers (e.g., design teams), practicing technology in the field (e.g., field experiences), and technology integration reflections (e.g., electronic portfolios).…”

Section: Strategies To Prepare Future Teachers For Technology Usementioning

confidence: 99%

“…A number of approaches that may develop the competences that future teachers require in this context have already been identified by previous research (Chien, Chang, Yeh, & Chang, 2012;Lee & Lee, 2014;Valtonen et al, 2015). However, promoting pre-service teachers' competencies for educational technology use in an integrated and cross-curricular manner is a complex process that demands multiple strategies (Kay, 2006;Mouza, Karchmer-Klein, Nandakumar, Ozden, & Hu, 2014;Polly Mims, Shepherd, & Inan, 2010). These strategies were listed and reviewed by Author (2012b) and an overarching SQD-model (Synthesis of Qualitative Evidence) was developed to present how they relate to each other/to present their complex interrelations.…”

Section: Introductionmentioning

confidence: 99%

“…TTIs around the world have therefore engaged in various efforts to re-shape their curriculum (Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010;Tømte, Enochsson, Buskqvist, & Kårstein, 2015). More specifically, they have infused technology into the entire curriculum, giving pre-service teachers the opportunity to understand the pedagogical reasons for using technology by experiencing firsthand how it can support teaching and learning across different subjects (Authors, 2012;Polly Mims, Shepherd, & Inan, 2010). A number of approaches that may develop the competences that future teachers require in this context have already been identified by previous research (Chien, Chang, Yeh, & Chang, 2012;Lee & Lee, 2014;Valtonen et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

214

120

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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.

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Section: Teacher Education and Technology Usementioning

confidence: 99%

Section: Teacher Education and Technology Usementioning

confidence: 99%

Section: Strategies To Prepare Future Teachers For Technology Usementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

214

120

View full text Add to dashboard Cite

show abstract

Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens

Mishra

Parker

et al. 2019

Biochem Molecular Bio Educ

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Technology has become an indispensable component of both modern life science and life science education. However, due to inadequate knowledge and experience, teachers are often unable to include technology essential for practicing science in their teaching. In this regard, professional development workshops for in‐service and preservice teachers are beneficial. In this study, we described the role of a professional development workshop in enhancing teachers' technological, pedagogical, and content knowledge through the lens of Technological Pedagogical Content Knowledge framework. Our study is also an example of how teachers can be informed about the current trends in modern research and technology and trained to bring similar research into their classroom. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):380–387, 2019.

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Socrative, a powerful digital tool for enriching the teaching–learning process and promoting interactive learning in Chemistry and Chemical Engineering studies

Roman

Delgado

García‐Morales

2021

Comp Applic In Engineering

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Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants

Cited by 290 publications

References 27 publications

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

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

Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens

Socrative, a powerful digital tool for enriching the teaching–learning process and promoting interactive learning in Chemistry and Chemical Engineering studies

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