Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

Nyarai Tunjera, Agnes Chigona
DOI: 10.4018/IJICTE.2020070110
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The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.
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Preparing PSTs to appropriate technology use for teaching and learning is of paramount importance in this digital era. Many TEs are assertive of their use of technology in their personal lives, but they are hesitant in translating it into their professional practices. However, researchers have also indicated that PSTs are not adequately equipped with sufficient knowledge to integrate technology in teaching and learning (Chigona & Chigona, 2013; Sang, Tondeur, Chai, & Dong, 2014; Tondeur, Pareja Roblin, van Braak, Voogt, & Prestridge, 2017; Voogt & McKenney, 2017). Teaching with technology goes beyond mere acceptance of digital tools but should be purposefully applied in their daily practices to achieve teaching and learning goals (Tondeur et al., 2017). Even though many studies have proven technology is being effectively utilised in other sections of society, this does not always imply that the same effects are also realised in educational settings. Studies have revealed that pre-service teachers2 feel inadequately prepared to integrate technology in their future classrooms (Enochsson & Rizza, 2009; Tondeur et al., 2012). While this may be due to several factors, it is believed that the quality of pre-service teachers’ preparation in the use of technology for learning, strongly shapes how they view and use technology in their future practice. Tondeur et al. (2013, p. 242) suggested that: “technology should be infused into the entire PSTs curriculum so that they; (a) understand the educational reasons for using technology and (b) experience how technology can support teaching and learning across a variety of subject disciplines.”

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