The goal of this study was to validate an instrument to measure pre-service teachers’ perceptions about the support and training they receive to integrate technology into classroom activities. Specifically, we focused on the strategies included in the inner circle of the SQD-model (Tondeur et al., 2012): 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In supporting the implementation of such strategies, the developed SQD-scale could be used in two ways. First, it can be used to measure the extent to which pre-service teachers experience these strategies and perceive them as supportive. Second, the instrument can encourage TTIs to reflect on their efforts to support future teachers in the effective integration of technology. In order to validate the SQD-scale we collected in-depth interviews with beginning teachers. Specifically, we explored 1) how beginning teachers with less than three years of teaching experience integrate technology in their instructional practice and 2) the connections between these beginning teachers’ educational uses of technology and the strategies (included in the SQD-scale) adopted by their pre-service education programs. The results revealed that all beginning teachers acknowledged the importance of the six strategies but not all of them were addressed during their pre-service learning experiences. It appears that teacher educators as role models of technology use was a strategy that motivated beginning teachers to use technology in their own teaching, but field experiences seemed to be the most critical factor influencing their educational use of technology.

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SITE 2016 – Savannah, Georgia
Jo Tondeur, Natalie Pareja Roblin, Johan van Braak, Joke Voogt & Sarah Prestridge

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6. /ˌvælɪ'deɪʃən/
Validity is the extent to which a
concept, conclusion or
measurement is well-founded
and corresponds accurately to
the real world.

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8. Meta-ethnography
(Noblit & Hare; 1988)

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10. Item development & expert validity
• SQD-model
• Focus on micro level
• Development of items
• Expert validity
• 15 stakeholders
Teacher educators, student teachers,
researchers, ICT coordinators
• exploring content validity
• re-phrasing or supply new items
• the wording of the items
• reducing item complexity
Questionnaire

11. Role models
I saw good examples of ICT practice
that inspired me to use ICT applications in the classroom myself
The potential of ICT use in education was demonstrated concretely
We discussed the challenges of integrating ICT in education
We were given the opportunity to discuss
our experiences with ICT in the classroom
Reflection
Examples of items
for each theme

12. Learning by design
We learned how to thoroughly integrate ICT into lessons
We received help to use ICT
when developing educational materials
Collaboration
Student teachers helped each other to use ICT in an educational context
Experiences using ICT in education were shared

13. Authentic experiences
I was able to learn to use ICT in the classroom through the internships
I was encouraged to gain experience in using ICT in a classroom setting
I received sufficient feedback about the use of ICT in my lessons
My competences with ICT were thoroughly evaluated
Evaluation & feedback

14. A single construct underlies the adoption of
effective (SQD) strategies
Items can be ordered from easy
Stimulating pre-service teachers to use ICT
(cf. Mouza et al., 2014)
to hard
Helping pre-service teachers to design
ICT-rich lessons
and providing Feedback = challenging
(cf. Tondeur, van Braak, Voogt, & Fisser, 2012).

15. Photo by tompagenet - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/73422480@N00 Created with Haiku Deck
Tondeur, J., Pareja Roblin N., van Braak, J., Voogt, J., & Prestridge, S. (In Press).
Preparing beginning teachers for technology integration in education: Ready for take-
off? Technology, Pedagogy and Education

16. Data collection case study

17. Lack of role models
“We had to reflect all the time
But not about the use of ICT in education”
[L2/O1]
No room for reflection
“They [teacher educators] stood
in front of an IWB or a beamer,
but that was not how they
wanted us to use ICT in primary
schools. They expect that
children use it (ICT).”
[Fiona, TEI2/S3]

18. Learning by design? Impact!!
Collaboration? Only informal
Because we’ve made all these assignments (in our
TEI), for example [work with] Interactive Excel,
we’re able to use it now in our [teaching] practice.
[Ben, TEI1/S1]
“I understood less about Audacity compared to my
classmate and he was not so good in using PowerPoint,
so we helped each other.”
[Ben, TEI1/S1]

19. Authentic experiences: Impack!
Beginning teachers underscored the role of mentor teachers
in providing feedback since they were always present in the
classroom
Evaluation & feedback?
One of the main problems in TEI
“I’ve tested it during my internship, that was actually a big risk,
and since then it turned out well I’m now able to use it here.”
[Ben, TEI1/S1]

20. • BT stress the importanceof the six themes
• BT from TTI that provided the greatest support (SQD themes)
enabled their graduates to integrate ICT more proficiently.
• Challengesin most TTIs

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22. /ˌvælɪ'deɪʃən/
How to move on?
• Different countries: the Netherlands, Turkey,
Norway, …
• Different actors: eg., perceptions of teacher
educators
• Impact of SDQ on TPACK
• Interventions: eg., Teacher design team
• …