Characteristics of Technology Infused Teacher Education Program: Gathering Input from Teacher Educators

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Research papers are a pairing of two 18 minute presentations followed by 18 minutes of Discussion led by a Discussant, with remaining time for Q & A.
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Presentation 1: Navigating Transition: Supporting Technology-enabled Learning During Student Teaching & First-Year Teaching

Dr. Teresa Foulger
Dr. Debra Sprague
Dr. Jo Williamson
Technology infusion is a means for preparing teacher candidates to be self-efficacious with technology integration by articulating technology-oriented experiences throughout all coursework. This is a significant, systemic change for preparation programs. However, the technology infusion literature is nascent. Input from the field is needed about design criteria.

Audience:	Professional developers, Teacher education/higher ed faculty
Attendee devices:	Devices useful
Attendee device specification:	Laptop: Chromebook, Mac, PC
Topic:	Teacher education
Grade level:	Community college/university
Subject area:	Higher education, Preservice teacher education
ISTE Standards:	For Coaches: Change Agent Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals. Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning.
Additional detail:	ISTE author presentation, Preservice teacher presenter

Proposal summary

Framework

The US Department of Education has issued clear expectations that new teachers should graduate with the ability to use technology effectively in their classrooms from day one of their careers (Office of Educational Technology, 2016, 2017). In hopes of accomplishing this goal, preparation programs relying solely on a single, stand-alone technology course must adopt a program-deep and program-wide approach to prepare teacher candidates to be fully digitally capable by the time they graduate. Technology infusion is a concept used by teacher educators attempting to answer this call in a variety of ways (Borthwick et al., 2020). To operationalize upon this ideal, all personnel involved in the many systems surrounding preparation programs must hold true to a shared vision and a long-term adoption orientation for systemic change. Moving forward with their unique visions, preparation programs need design criteria that address this multi-faceted change operation.

Methods

Presenters are conducting national survey research to gather input from experts about the "Characteristics and Definitions of Technology Infused Teacher Preparation Programs." The survey is designed to address gaps in the existing literature and to produce a comprehensive understanding of design criteria to support systems change.

Results

Results of the survey research will produce findings that define:
- Characteristics of technology-infused teacher preparation programs.
- Criteria for each of the characteristics.

Importance

This study is a result of the challenges preparation programs face when adopting a technology infusion approach that is contextualized for their circumstances. We think having design criteria will help preparation programs have a more realistic understanding of how to design and support the multi-pronged model for change.

References

Borthwick, A.C., Foulger, T.S., Graziano, K.J. (Eds.). (2020). Championing technology infusion in technology preparation: A framework for supporting future educators. International Society for Technology in Education.

Office of Educational Technology. (2016). Advancing educational technology in teacher preparation: Policy brief. https://tech.ed.gov/teacherprep

Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 National educational technology plan update. https://tech.ed.gove/files/2017/NETP17.pdf

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Presenters

Dr. Teresa Foulger, Arizona State University

Teresa S. Foulger is an associate professor at Arizona State University where she has championed technology infusion. Teresa’s vision for supporting teacher educators led to a co-authored international collaborative study that resulted in the Teacher Educator Technology Competencies. Her technology infusion research has been awarded the 2014 Journal of Digital Learning and Teacher Education Research Award, the AACTE Award for the Innovative Use of Technology in 2009 and 2017, and the ISTE Research Paper Award in 2012 and 2019. Dr. Foulger is a Past President of ISTE TEN and is a recipient of the Making IT Happen award.

Dr. Debra Sprague, George Mason University

Dr. Sprague is an Associate Professor in the College of Education and Human Development at George Mason University. She teaches courses that focus on technology integration in the Elementary Education Program. Dr. Sprague's research interest include technology infusion in teacher education, emerging technologies, and gaming.