1. Preparando a futuros profesores
para integrar tecnología
Preparing future teachers to
integrate technology in education
Petra Fisser
University of Twente
The Netherlands
Wim de Boer
VVOB
05/04/12 Title: to modify choose 'View' then and Jo Tondeur,
1
Natalie Pareja & Joke Voogt
'Heater and footer'

2. Marco Teórico (theoretical framework)
 Initial Teacher Training can affect beginning teachers’ adoption of
technology (e.g. Drent & Meelissen, 2008)
 BUT: technology seems under-used by beginning teachers (e.g. Bullock,
2004)
 insufficient access to technology (Russell et al., 2003)
 lack of time (Eifler, et al., 2001)
 lack of skills (Thompson et al., 2003)
 lack of experience (Starkey, 2010)

3. Marco Teórico (theoretical framework)
Mishra en Koehler (2006)

4. Technological (ICT) Knowledge
•Skills necessary to operate particular technologies
•The ability to learn and adapt to new technologies
•A functional understanding of technologies
Pedagogical knowledge Content or Subject matter
•Students’ prior knowledge knowledge
•How to use resources •Knowledge of central facts,
•Classroom management concepts, theories &
•Lesson plan development procedures
& implementation •Explanatory frameworks
•Student evaluation •Evidence for proof

5. Technological pedagogical Technological Content
Knowledge: Knowledge:
How pedagogies change How subject matter changes
because of ICT (or how ict can because of ICT (or how ict
support pedagogy) can support subject matter!)
Pedagogical Content Knowledge: How particular aspects of subject matter
are organized, adapted and represented for instruction

7. Un pequeño juego... (a little game)
 Understanding TPACK
 Make groups of 4 to 5 people
 Lets play!

8. Un enfoque longitudinal (Longitudinal approach)
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
ITT: Year 1 ITT: Year 2 ITT: Year 3 In service: Year 1 In service: Year 2
Study 1 Study 2

9. Primer Estudio (Study 1)
To identify approaches adopted by ITT to prepare
Aim
BT for technology integration
Objetivos
Method
Case study in 3 ITT in Flanders
Método
Semi-structured interviews with head of
department and ICT-coordinator
Procedure
Procedimiento
Focus groups with pre-service teachers and
teacher educators

10. Resultados del Primer Estudio (Results Study 1)
 The vision of the three teacher education institutions is in transition:
moving from ICT as a separate course (TK) towards a more integrated
approach of embedding ICT within the courses (TPACK)
 Los tres institutos avanzan hacia un
enfoque más integrado (TPACK)

11. ITT2: From TK to TCK
ITT1: From TK to…
ITT3: From TK to TPK

12. Resultados del Primer Estudio (Results Study 1)
“Fracasamos en utilizar con propóitos educativos el talento que estos
estudiantes ya tienen sobre TIC”
(“We fail to use the ICT talents these students already have in their daily
lives, for educational matters”)
[Teacher educator S2]
“ Una comparación es: si tu sigues una clase en francés y después se te
pide que des clases en francés. No funciona”
(“A comparison is: you take one lesson in French and then you are
supposed to give lessons in French. It doesn’t work”)
[ICT coordinator S2]

13. Un enfoque longitudinal (Longitudinal approach)
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
ITT: Year 1 ITT: Year 2 ITT: Year 3 In service: In service:
Year 1 Year 2
Study 1 Study 2

14. Segundo Estudio (Study 2)
To explore how BT from the same ITT integrate technology
in their first years of teaching
Aim To examine the factors that contributed and/or hindered
Objetivos technology integration
To analyze the extent to which ITT influenced the ways in
which BT integrate technology.
Exploratory study : Phone Interviews
Method
Método
Case studies: In-depth interviews + Autobiographies

15. Perfil de los profesores principiantes
(beginning teachers’ profile)
Use of
Working Access to Influence
ITT Grade Level technology
experience technology of ITT
for teaching
BT1 ITT 2 1 month 6th grade Yes Yes Yes - Large
5th + 6th grade +
BT2 ITT 2 15 months
ICT coordinator
Yes Yes Yes - Large
2nd + 4th grade +
BT3 ITT 2 3 months
special education
Yes Yes Yes
5th garde +
BT4 ITT 2 15 months
language support
Yes Yes Yes - Large
BT5 ITT 2 10 months 4th grade Yes Yes Yes - Large
BT6 ITT 1 15 months 3rd + 4th grade No No Yes
BT7 ITT 3 15 months 2nd grade Yes Yes No

16. Factores asociades con el uso de technología
(factors associated with technology use)
Facilitating factors: Hindering factors:
Access to technology Classroom management
in the classroom Time (to plan and to set up)
Support (ICT coordinator) Technical problems
School culture
“If you already have a beamer or a “I always thought: I will integrate ICT into
digital board in your classroom, then my lessons as much as possible. But that is
you are stimulated to use it in any terribly difficult, because you need to find
case” (BT2) the right moments to apply it and to use
it” (BT5)

17. Por qué los profesores principiantes usan tecnología?
(why did the beginning teachers use technology?)
 It is easy to use / affords new (educational) possibilities
“I do believe it has some extra value, yes. I think you can work more
efficiently, you loose less time” (BT1)
 It is part of children’s daily experience:
 Children are familiar with technology
 Children are motivated to use technology
 Children are expected to use technology
“It is the trend of recent years, right? ICT is increasingly being used, or
will be increasingly used, in primary schools” (BT2)

18. Qué tecnologías usan los profesores principiantes?
(What technologies did they use?)
E-BOOKS
AUDIO MATERIAL
DIGITAL
BOARD
Films
EDUCATIONAL SOFTWARE
INTERNET
COMPUTERS
GAMES
PICTURES
BEAMER

19. Para qué usan tecnologías los profesores principiantes?
(Why did they use technologies?)
 To demonstrate, clarify, explain (digital board, e-books, beamer, pictures,
photographs, power point, films, audio material)
 To search for information (Internet)
 To exercise / reinforce (educational software, games, audio material)
 To entertain (News for children, educational software, games)
 To develop (technical) skills (write a letter on Word, make presentations
on PPT)
 To assist children with special needs (educational software, games)
 To give feedback (digital board)

20. Percepciones acerca de las contribuciones de la
formación inicial (perceived contribution of the ITT)
 Overview of different types of technologies and its possibilities
(e.g., audio material, pictures, interactive Excel, hot potatoes, digital
board, etc.)
“Many opportunities, many examples of which ICT you can
use” (BT6)
 (Concrete) Examples of how to use technology
“I believe that I am well prepared for the use of various types of
ICT” (BT6)
 Motivation to use all sorts of media
“Because the training we received, showed us that it [technology]
is in the world and minds of the children themselves” (BT3)

21. Sugerencias para la formación inicial
(Suggestionis for initial teacher training)
 “Hands-on” activities
“But we have not really learned to work with it [technology]. Once [we
had] a demonstration session, and that was all” (BT1)
 Authentic tasks
“It [the training] was often directed at us. But not in a way that we
could use it [technology] with students” (BT6)
 Technical skills
“Maybe offer a little more technical support. Hence: how can we solve
problems” (BT2)
 How and where to find (useful) educational resources

22. Conclusiones y desafíos (conclusions and challenges)
 Efforts to integrate technology in ITT have had a positive influence on BT
(perceived) preparation.
 ITT provided an overview of different types of technologies and its
possibilities.
 ITT motivated BT to use (diverse types of) technology
 However:
 How to provide future teachers with authentic tasks (TPACK)?
 How to help future teachers to make more innovative uses of technology?
 How to bridge the gap between what BT learned in ITT and the specific
characteristics of the school context?
 How to strengthen the links between pre-service and in-service training?

23. Gracias! Thank you! Dank je wel!
Our team:
Jo Tondeur & Natalie Pareja Roblin
(Ghent University, Flanders, Belgium)
Petra Fisser & Joke Voogt
(University of Twente, the Netherlands)
Petra Fisser: p.h.g.fisser@utwente.nl