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Jo TondeurJohan van Braak(Ghent University)
Fazilat Siddiq, Ronny Scherer (University of Oslo)
Evrim BaranMiddle East Technical University
ETWC2016 Conference
The government set 3 goals for ICT in educationMr. Lambas Lambas, curriculum Centre, Report of the
implementation of ICT in Education in Indonesia
#1
#2
#3
Teacher training institutions (TTI)
are expected to prepare future teachers to adequately integrate ICT in educationin order to meet these goals
Aesaert et al., 2013; Kennisnet, nd; Siddiq et al., 2016; Tondeur et al., 2016
BUT implementing ICT in (teacher) education is facing many problems. Among these are 1) the high costs (of infrastructure and Internet)2) the integration of ICT in the curriculum (Indonesian Government, Unesco Bangkok Report)
Koehler & Mishra, 2009
Can TTIs affect teachers’ TPACK:
Synthesis of qualitative evidence (SQD-model)?
Tondeuretal.(2012).Computers&Education
1) explore the support pre-service teachers receive in their TTI (the strategies included in the SQD-model) and
2) to examined the influence of these strategies on future teachers’ ability to use technology in education.
Purpose of the study
Survey 21 Teacher Training Institutions (TTI)in Flanders (Belgium)
Respondents688 Last-year-pre-service students74.1% femalesAverage age: 25 years (SD = 7.3 years)
ProcedureOnline survey June 2014Reminder in May > Deadline July
SurveySample and procedure (1)
SQD
Six-point likert scale rangingfrom (1) totally disagree to (6) totally agree
Instructional designWe received help to use ICT when developing educational materials
Evaluation and feedbackI received sufficient feedback about the use of ICT in my lessonsMy competences with ICT were thoroughly evaluated
(Tondeur, van Braak, Siddiq, & Scherer, 2016)
Descriptive statistics of the SQD subscales.
Subscale M SD #Items Std. M
AUTH. EXPERIENCES 8.37 3.29 3 2.79 FEEDBACK 7.40 3.48 3 2.47 DESIGN 10.54 4.40 4 2.63 REFLECTION 10.78 4.32 4 2.70 ROLE MODELS 11.32 4.29 4 2.83 COLLABORATION 10.95 4.14 4 2.74
Note. #Items = Number of items, Std.M = Mean standardized by the number of items.
Descriptives
>pre-serviceteachersperceivedthesixsubscalesasalmostsimilarly>Provisionofcontinuousfeedback(FEE)wasperceivedastheleastapparentSQDstrategy
TPACK
Five-point likert scale rangingfrom (1) I completely disagree to (5) I completely agree
TPKI can choose technologies that enhance students’ learning for a lesson.
TPCKI can teach lessons that appropriately combine technologies, literacy, and teaching approaches
TKI know how to solve my own technical problems.
Impact of SQD on TPACK
> The results showed that the SQD strategies were significantly related to pre-service teachers’ perceptions of their TPACK
Subscale βTCK .49TPK .49TPCK .49TK .37Note. p < .001.Fit statistics for the resultant model: CFI = .92, RMSEA = .06
Multiple case studySample and procedure (2)
N=3x7
N=3x5
N=3x2
Lack of role models
“We had to reflect all the timeBut not about the use of ICT in education”
[L2/O1]
No room for reflection
“They [teacher educators] stood in front of an IWB or a beamer,
but that was not how they wanted us to use ICT in primary
schools. They expect that children use it (ICT).”
[TEI2/S3]
Learning by design? Impact!
Collaboration? Only informal
Because we’ve made all these assignments (in our TEI), for example [work with] Interactive Excel, we’re
able to use it now in our [teaching] practice. [Ben,TEI1/S1]
“IunderstoodlessaboutAudacitycomparedtomyclassmateandhewasnotsogoodinusingPowerPoint,
sowehelpedeachother.”[Ben,TEI1/S1]
Authentic experiences: Impact!
Beginning teachers underscored the role of mentor teachers in providing feedback since they were always present in the
classroom
Evaluation & feedback? One of the main problems in TTI
“I’ve tested it during my internship, that was actually a big risk, and since then it turned out well I’m now able to use it here.”
[TEI1/S1]
Discussion
TTIs can affect pre-service teachers’ uptake of ICT.SQD is associated to TPACK
Respondents acknowledged the importance of SQD-strategies but not all of them where addressed during their pre-service training
Helping pre-service teachers to design ICT-rich lessons and providing feedback is challenging.Q
ualitative
Quantita
tive
Aesaert,K.,Vanderlinde,R.,Tondeur,J.,&vanBraak,J.(2013).Thecontentofeducational technology curricula:across-curricularstateofthe art.Educational TechnologyResearchand Development,61(1),131-151.
Banas,J.R.,&York,C.S.(2014).Authentic learning exercises asameansto influence preserviceteachers’technology integration self-efficacy and intentions to integrate technology.Australasian JournalofEducational Technology,30(6).
Koehler,M.J.,&Mishra,P.(2009).What istechnological pedagogical contentknowledge.Contemporary issuesintechnology andteachereducation,9(1),60-70.
Siddiq,F.,Scherer,R.,&Tondeur,J.(2016).Teachers'emphasis ondeveloping students'digitalinformationand communication skills(TEDDICS):Anewconstructin21stcentury education.Computers&Education,92,1-14.
Tondeur,J.,Aesaert,K.,Pynoo,B.,Braak,J.,Fraeyman,N.,&Erstad,O.(2016).Developing avalidated instrumentto measurepreserviceteachers’ICTcompetencies:Meetingthe demands ofthe 21stcentury.BritishJournalofEducational Technology.
Tondeur,J.,vanBraak,J.,Sang,G.,Voogt,J.,Fisser,P.,&Ottenbreit-Leftwich,A.(2012).Preparingpre-serviceteachers to integratetechnology ineducation:Asynthesis ofqualitative evidence.Computers&Education,59(1),134-144.
Tondeur,J.,Pareja Roblin,N.,vanBraak,J.,Fisser,P.,&Voogt,J.(2013).TechnologicalPedagogicalContentKnowledgeinteachereducation:insearchofanewcurriculum.EducationalStudies,39(2),239-243.
Tondeur,J.,vanBraak,J.,Siddiq,F.,&Scherer,R.(2016).Timefor anewapproachto prepare future teachers for educationaltechnology use:Its meaning and measurement.Computers&Education,94,134-150.
Valtonen,T.,Kukkonen,J.,Kontkanen,S.,Sormunen,K.,Dillon,P.,&Sointu,E.(2015).TheimpactofauthenticlearningexperienceswithICTonpre-serviceteachers'intentionstouseICTforteachingandlearning.Computers&Education,81,49-58.
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