Preparing pre-service teachers to integrate technology into K-12 instruction: Evaluation of a technology-infused approach

Abstract

The quality of how technology is addressed in teacher education programs is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education program were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: 1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment and 2) modeling of teacher educator and teachers in school. Both enablers might ask for further development of knowledge and skills of both teacher educators and school teachers.