Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice

  • Jo Tondeur Interfaculty Department of Teacher Education, Vrije Universiteit Brussel
Keywords: ICT, Teacher education, TPACK, Teacher Design Teams, SQD model, pre-service teachers

Abstract

The main aim of this conceptual paper is to provide an overview of effective strategies to support pre-service teachers to adequately integrate ICT in teaching and learning activities. Specifically, the focus is on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 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. To turn this model into practice, the approach of teacher design teams is adopted. A teacher design team can be described as a group of two or more (pre-service) teachers who design (ICT-rich) curriculum materials. Based on the SQD model – theory - and the implementation of the key themes emerging from this model via teacher design teams – practice -, this conceptual paper provides recommendations to improve the potential of pre-service training to enhance future teachers use of ICT in their educational practice.

Published
2018-10-15
How to Cite
Tondeur, J. (2018). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. Seminar.Net, 14(2), 216-224. Retrieved from https://journals.hioa.no/index.php/seminar/article/view/2981