Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach

Admiraal, Wilfried; Vugt, F. van; Kranenburg, Frans; Köster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

doi:10.1080/1475939x.2016.1163283

Cited by 125 publications

(81 citation statements)

References 32 publications

(46 reference statements)

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“…We found that modeling by college lecturers also influenced the diversity of teaching methods used by pre-service teachers, in accordance with other studies (for example, Admiraal et al, 2017;Tondeur et al, 2012). As teacher educators become more creative in integrating ICT in teaching, so will preservice teachers adopt and implement more innovative teaching methods.…”

Section: Discussionsupporting

confidence: 72%

The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

Goldstein

Tessler

2017

IJELL

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Aim/PurposeThis study examines the impact of the Israeli National Program on pre-service teachers' skills in the integration of ICT in teaching and discusses the influential factors of successful implementation of practices in the field. BackgroundIn the current Information Age, many countries relate to education as an important factor for national growth. Teacher education plays a significant role in coping with the challenge of educating a new generation of school students to compete in a technology-driven society. In 2011, the Israel Ministry of Education initiated the National Program for transforming teacher education colleges to meet the demands of the 21st century. MethodologyThe study focuses on two research questions: (1) What was the impact of the National Program on pre-service teacher training concerning the integration of ICT in their teaching? (2) What are the predictors of the pre-service teachers' practice of ICT integration in teaching? It is a quantitative study, based on data collected in two rounds two years apart that compares several indices of preservice teachers' preparation to teach with ICT. ContributionThe findings offer insights regarding influential factors of successful integration of ICT in education.The Impact of the National Program 152 Findings Analyses showed a significant increase in most of the indices of teacher training according to the National Program, in particular in the number of ICT-based lessons that pre-service teachers taught in their teaching practice at schools. Predictors of ICT integration in teaching were modeling by faculty members and school mentor teachers, the number of ICT-based lessons taught by preservice teachers, and pre-requisite conditions at schools and colleges. Recommendations for PractitionersThe current challenge is to promote innovative ICT-based teaching methods among teacher educators, school teacher mentors, and pre-service teachers. Recommendation for ResearchersThe findings underscore the importance of modelling by the school mentors as well as pre-requisite conditions at schools. Impact on Society Being acquainted with the most influential factors of successful integration of ICT in teaching by pre-service teachers can improve teacher education as well as the education system in educating future generations. Future ResearchMore research is needed to learn about the dissemination of innovative models of ICT integration in teaching by pre-service teachers and their educators.

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Section: Discussionsupporting

confidence: 72%

The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

Goldstein

Tessler

2017

IJELL

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“…In terms of teacher education, producing digitally-literate students has generally meant the prioritisation of technical skills in using digital tools and systems deemed appropriate to educational settings, and identifying how these can be used within particular units of learning (Admiraal et al 2016). This approach assumes that doing this, "equips preservice teachers with a set of basic competencies they can transfer to their future classroom practice" (Admiraal et al 2016, p. 106).…”

Section: Digital Literacy or Digital Competence?mentioning

confidence: 99%

From digital literacy to digital competence: the teacher digital competency (TDC) framework

Falloon

2020

Education Tech Research Dev

622

260

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Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students' skills in using 'educational' applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology's integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today's classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

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“…Teachers' perceived capacity was measured by five items based on the self-efficacy scale to use technology of Admiraal et al (2017). The items were adapted to fit the purpose of this study.…”

Section: Capacitymentioning

confidence: 99%

Teachers’ Adoption of Open Educational Resources in Higher Education

Baas¹,

Admiraal²,

Berg

2019

Journal of Interactive Media in Education

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Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers' personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used 'as-is' or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.

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Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach

Cited by 125 publications

References 32 publications

The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

From digital literacy to digital competence: the teacher digital competency (TDC) framework

Teachers’ Adoption of Open Educational Resources in Higher Education

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