Tech Integration Courses in Teacher Preparation: Reflecting on the Research
Authors: Samantha Goldman; info@ciddl.org
CIDDL’s mission is to influence change that supports the appropriate use of educational technology in all Early Intervention/Early Childhood Special Education (EI/ECSE), related services, and K-12 learning environments to improve outcomes for all students, especially those with disabilities. As such, it is important to reflect on how we prepare teachers and related service providers to integrate technology meaningfully into their future classrooms. Thus, this blog post will seek to explore existing barriers and challenges with meaningful technology integration, guidance documents that can be integrated into program design, and considerations for methods of course delivery.
Challenges with Meaningful Technology Integration
Teachers are constantly integrating technology in their classrooms due to the increase in devices in K-12 classrooms and educational technologies (e.g., learning management systems, publisher-provided web-based portals, digital assignments, etc.). However, research continues to support that access to and use of technology is not the same as meaningful integration. Simply replacing paper-pencil tasks with digital versions, such as exchanging traditional worksheets with digital versions or printed textbooks with digital ones, is not enough. While a concise definition of meaningful technology integration may not exist, teachers who are effective users of technology should use it, critically evaluate it, and teach with it, making it part of the educational environment.
Even though more technology is in their classrooms, teachers continue to struggle with meaningfully integrating it into their classrooms. These barriers include external barriers, such as funding and resources, and internal barriers, such as teacher confidence. Added to this is the idea that teachers are continually having to adapt their lessons and classroom routines to new technologies, infrastructures, and changes in policies. What’s more, teachers report that in addition to learning to use the technology, they also need to learn how to teach effectively in their classrooms, known as the “double innovation burden.”
Considerations for Technology Integration in Teacher Preparation
Several documents put forth by state, federal, and professional organizations seek to guide for preparing teachers to integrate technology into their future classrooms meaningfully. The ISTE Standards for Educators, for instance, provide educators with guidance on the skills teachers will need to hone their professional practice related to technology integration. The Teacher Educator Technology Competencies are designed to ensure all future teachers are prepared to integrate technology into their future classrooms. The National Educational Technology Plan and the Artificial Intelligence and the Future of Teaching and Learning guide at the federal level for aspects teachers and teacher educators should consider. Finally, the Council for Exceptional Children (CEC)’s Initial Preparation Standards highlight the importance of meaningful integration of technology into data collection. Additionally, CEC has guidance specific to technology and students with disabilities.
When and under what conditions, though, does the research recommend pre-service teachers learn about technology integration? According to Wilson and colleagues’ meta-analysis, key components of technology integration courses include mentoring, field experience, and practice lesson plans. Additionally, Tondeur and colleagues found pre-service teachers need feedback, role models, and authentic experiences and programs need to offer training, planning, and resources. They also highlight the importance of aligning theory with practice and bringing attention to systemic and systematic changes.
There are several different ways technology coursework can take shape. One example is the standalone technology course, where pre-service teachers are enrolled for the entire semester. The benefits of these courses are that they help pre-service teachers build technology confidence. However, there tends to be a disconnect between the content in standalone classes and the application to and practice with students with disabilities. Programs are moving towards a more programmatic approach, where technology is integrated into the overall curriculum, a structure researchers favor. This method allows pre-service teachers to receive valuable core groundwork and provides opportunities to revisit and, more importantly, integrate it into their future coursework, field experiences, and practicum.
Continue the Conversation
Are you interested in learning more about effective and meaningful technology integration in preparation programs? Visit CIDDL’s website to learn more about our Tech Alliance, a cohort of faculty from Institutes of Higher Education (IHEs) looking to further integrate and leverage technology into their preparation programs, and find resources that you can use as you consider how to leverage technology meaningfully.
How does your program prepare pre-service teachers and service providers to integrate technology meaningfully? What conversations are your faculty having around this important topic? Join the discussion in our community and share your experiences.