Teaching teachers to teach with technology
Teacher educators’ practices
Bibliographic Data
| ID | 21688959 |
|---|---|
| Authors | D C Uerz (0000-0002-1285-9942, iXperium Centre of Expertise Teaching and Learning with ICT, HAN University of Applied Sciences, Nijmegen, The Netherlands, corresponding author), Manon Van Zanten (iXperium Centre of Expertise Teaching and Learning with ICT, HAN University of Applied Sciences, Nijmegen, The Netherlands), Kyra de Korte (Radboud University Nijmegen), Monique Volman (0000-0001-9217-1402, University of Amsterdam), Marijke Kral (0000-0001-7522-0014, iXperium Centre of Expertise Teaching and Learning with ICT, HAN University of Applied Sciences, Nijmegen, The Netherlands) |
| Year | 2024 |
| Volume | 30 |
| Issue | 4 |
| Pages | 471-488 |
| Publication date | 2024-05-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2024.2342862 |
| OpenAlex | W4394943430 |
| Language | EN |
| Citations received | 3 |
| References cited | 29 |
Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we investigate TEs’ use of technology, the extent to which TEs teach about different aspects of teaching with technology, and which groups of TEs can be identified based on these results. An online survey among 172 TEs at a Dutch University of Applied Sciences revealed major differences in how TEs teach with technology and which aspects of teaching with technology they address to prepare their students for their future teaching practice. Most TEs do not use technology regularly to support self-regulated learning or to provide differentiated instruction, nor do they prepare their students to do so. Three groups of TEs were identified: forerunners, a middle group, and laggards. Further research is needed to untangle the contributing factors explaining the differences between these groups, such as TEs’ competences and possibilities for professional development
Mathematics education · Pedagogy · Sociology · Teacher education · Teacher Preparation · Teaching method · Technological literacy · Technology integration · Child Development and Digital Technology · Digital literacy in education · Gender and Technology in Education · Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |