how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER. This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.

1. Preparing Pre-service Primary Teachers to Teach with
Technology: A Case of England
Dr. İpek SARALAR-ARAS
Dr. Kübra FIRAT
1

2. Outline
Introduction: PGCE Course,
Primary Education &Technology
Methodology
Findings
Conclusion
2

3. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
PGCE Course
One year
degree in
England
60 credits at
the master’s
level
Graduate as
primary
teacher

4. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Primary Education
The first step for the students to learn many subjects from
mathematics and science to literacy and geography
Importance of meeting the technological needs of
students in English primary school curricula
Teachers as core agency of planning and delivering lessons
The importance of learning «Teacher beliefs» and
perspectives on «Technology integration» into lessons

5. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Technology Integration
The need for technology integration in
schools of primary chilsren since 1988
Curriculum requirement of students btw 5-
16 years old to have the ability to use
technological tools - 1988 to 2019
Teacher candidates’ readiness for teaching
withTechnology
PGCE programmes’ critical role in teaching
Teacher candidates how to integrate
Technology into their lessons

6. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Purpose of the Study
To investigate
1) pre-service primary
teachers’ perspectives
on their technology
training sessions
throughout the
teacher training year
2) its effects on
shaping their future
lessons

7. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Research Questions
What are the
perspectives of pre-
serviceTeachers on
Technology training
throughout PGCE years?
How do pre-service
Teachers benefit from the
PGCE course with regard
toTechnology integration
into their Future lessons?

8. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Methods
Case study
design
Semi-
structured
interviews
In a classroom
of a university
45-60 minutes/
one-to-one
(Yin, 2003)

9. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Participants
4 females
2 males
Registered
to a PGCE
course in
England
All in their
final 3-4
months to
be qualified
Teachers

10. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Data Analysis
technology
pedagogy
content
(Niess et al., 2009)

11. AKTİF ÖĞRENME VE ÖĞRENME EKOSİSTEMİ
Results
Three main themes emerged from the analysed data:
Teaching and technology experience as a learner
Perceived technology experience and its importance
Plans on technology integration

12. 12
Theme 1
1.Teaching and technology experience as a learner
- No specific module was provided
for the participants in their
Bachelor’s and PGCE degrees
- Only one-hour session was
provided on technology use in
teaching

13. 13
2. Perceived technology competence and its importance
Theme 2
Participants who are feeling not confident enough
in technology integration
Yet, using it in various phases of lessons with
various technological tools including apps on
iPads, interactive sketch tools, online games and
office tools

14. “Phonics is a bit different than mathematics. I am not
sure about integrating technology into teaching this.
There are many materials such as phonics sets,
storybooks, etc., and I would probably use these. ...
Many things come with experience. It will be easier for
me after having enough classroom experience.”
14
3. Plans on technology integration
Theme 3
Majority of participants preferring to use technology in math lessons
instead of literacy. For instance, one participants stated that:

15. 15
Theme 3 (Cont.)
Pros
Meeting
students’
interests
Interactive
environments
Cons
Distractions
Classroom
management
Being aware of advantages and
disadvantages of using technology
in their pedagogies in the future
3. Plans on technology integration

16. Conclusion
• Supporting the study results of Sang et al. (2010), the participants do not feel confident to
integrate technology into their lessons.
• Still, more training on technology-use is needed, as it was found in the study of
Czerniak et al. (1999).
• Preference of technology use in mathematics over literacy lessons could mean insufficient
pedagogical content knowledge in literacy (Starkey, 2010) or/and inadequate training on
technology integration.
• More research is needed to explore why and how teacher candidates are reluctant to
use technology in their lessons specifically.

17. • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston,C.,
Browning,C., Özgün-Koca, S. A., & Kersaint,G. (2009). Mathematics teacherTPACK
standards and development model. Contemporary Issues inTechnology &Teacher
Education, 9(1), 4–24.
• Sang,G.,Valcke, M.,Van Braak, J., &Tondeur, J. (2010). Student teachers’ thinking
processes and ICT integration: Predictors of prospective teaching behaviours with
educational technology. Computers & Education, 51(4), 103-112.
• Czerniak, C. M., Lumpe, A.T., Haney, J. J., & Beck, J. (1999).Teachers’ beliefs about using
educational technology in the science classroom. International Journal of Educational
Technology, 1(2), 1-18.
• Starkey, L. (2010).Teachers’ pedagogical reasoning and action in the digital age. Teachers
andTeaching:Theory and Practice, 16(2), 233-244.
• Yin, R. K. (2003). Case study research: Design and methods.ThousandOaks, Calif: Sage
Publications.
17
References

18. Thanks.
Questions?
Dr. İpek SARALAR-ARAS
Dr. Kübra FIRAT