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

Background

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.”