Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education

Abstract

In his research, he focuses on issues related to the computer-based assessment of twenty-first-century skills, the analysis of log-file data, and the synthesis of research by metaanalytic structural equation modeling. Evrim Baran is an associate professor in the School of Education at Iowa State University. She conducts research at the intersection of technology in teacher education, humancomputer interaction, and learning sciences. Fazilat Siddiq works as an associate professor at the University of South-Eastern Norway. Her research focuses on the studies of technology in education, including the implementation and evaluation of educational technology, teaching and assessment of the twenty-first-century skills (ie, Digital literacy and collaborative problem-solving). Teemu Valtonen (PhD, Education) is an associate professor in the University of Eastern Finland (UEF). His research interests lie in the use of information and communication technology in education, targeting especially preservice teachers' skills and readiness to use ICT in education. Erkko Sointu (PhD, education) is a postdoctoral researcher (tenure track) of learning and novel teaching methods at the University of Eastern Finland. His research interests lie in the utilization and students' perceptions of flipped classroom/learning (FC/L), technology in education, and strength-based approaches. AbstractThis study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) 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. Data were collected from a sample of 284 teacher educators in Flanders, the Dutchspeaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators' profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed.

Investigating the impact of TPACK development course on pre-service science teachers’ performances

“…In this study, because this is a long-term study, interpretation of increased PSTs' TPACK development is supported by the findings previously studies that pre-services teachers' classroom management when teaching with technology can only develop with real classroom practices, teachers start making student-centered presentations as they gain experience (Baran et al 2019;Maeng et al 2013;Niess 2005). Also, these reasons are supported by the findings that classroom management is the lowest level component in PSTs and their TPACK development increases using educational technologies in real classrooms (Baran et al 2019;Tondeur et al 2018Tondeur et al , 2019aYeh et al 2014).…”

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

“…Knowledge about technology is imperative for teachers' instructional skills with respect to integrating technology into teaching (Chang et al , 2014; Lee & Tsai, 2010). Teachers with more experiences in using technology had higher technology competence and confidence and showed more reliance on using technology as a teaching tool (Huang, Teo, & Zhou, 2019; Tondeur et al , 2019). Thus, although teachers' motivation may be reduced with respect to providing supplemental multicultural materials and using technology in classrooms engaged in high‐stakes testing, more technology‐related knowledge and more experience using technology in teaching may prompt them to modify their teaching within culturally diverse and technology‐supported learning environments.…”

Pre‐service teachers’ perceptions of social media data privacy policies

“…Furthermore, teachers’ attitudes and beliefs have been explored as potential barriers to the integration of ICT in schools (Sadaf, Newby, & Ertmer, 2016). Research suggests teachers’ attitudes and beliefs have emerged as the “true gatekeepers” (Ertmer & Ottenbreit‐Leftwich, 2013, p. 177; Tondeur et al ., 2019) regarding the impact of technology on students’ learning and performance. Additionally, Tondeur, van Braak, Ertmer, and Ottenbreit‐Leftwich (2017) assert that the relationship between teachers’ beliefs and technology usage is bi‐directional and that school context, students’ own abilities and policies may influence technology use.…”