1) The study explored how teacher training institutions (TTIs) support pre-service teachers' development of technological pedagogical content knowledge (TPACK) through various strategies. 2) A survey of 688 pre-service teachers found that while they perceived receiving support through the strategies, feedback was seen as the least apparent. The strategies were also found to significantly relate to perceptions of TPACK. 3) Interviews with 17 participants revealed that authentic experiences and feedback from mentor teachers most impacted skills, but not all strategies were fully addressed during training. Both quantitative and qualitative evidence suggest TTIs can influence TPACK through strategic support, but challenges remain in fully implementing all strategies.

1. Jo Tondeur
Johan van Braak
(Ghent University)
Fazilat Siddiq, Ronny Scherer
(University of Oslo)
Evrim Baran
Middle East Technical University
ETWC2016 Conference

2. The government set 3 goals for ICT in education
Mr. Lambas Lambas, curriculum Centre, Report of the
implementation of ICT in Education in Indonesia

3. #1

4. #2

5. #3

6. Teacher training institutions (TTI)
are expected to prepare future teachers
to adequately integrate ICT in education
in order to meet these goals
Aesaert et al., 2013; Kennisnet, nd; Siddiq et al., 2016; Tondeur et al., 2016

7. BUT implementing ICT in (teacher) education is facing many
problems. Among these are
1) the high costs (of infrastructure and Internet)
2) the integration of ICT in the curriculum
(Indonesian Government, Unesco Bangkok Report)
Koehler & Mishra, 2009

8. Can TTIs affect teachers’ TPACK:
Synthesis of qualitative evidence (SQD-model)?
Tondeur et al. (2012). Computers & Education

9. 1) explore the support pre-service teachers receive in their TTI (the strategies
included in the SQD-model) and
2) to examined the influence of these strategies on future teachers’ ability to
use technology in education.
Purpose of the study

10. Survey 21 Teacher Training Institutions (TTI)
in Flanders (Belgium)
Respondents
688 Last-year-pre-service students
74.1% females
Average age: 25 years (SD = 7.3 years)
Procedure
Online survey
June 2014
Reminder in May > Deadline July
Survey
Sample and procedure (1)

11. SQD
Six-point likert scale ranging
from (1) totally disagree to (6) totally agree
Instructional design
We received help to use ICT when developing educational
materials
Evaluation and feedback
I received sufficient feedback about the use of ICT in my
lessons
My competences with ICT were thoroughly evaluated
(Tondeur, van Braak, Siddiq, & Scherer, 2016)

12. Descriptive statistics of the SQD subscales.
Subscale M SD #Items Std. M
AUTH. EXPERIENCES 8.37 3.29 3 2.79
FEEDBACK 7.40 3.48 3 2.47
DESIGN 10.54 4.40 4 2.63
REFLECTION 10.78 4.32 4 2.70
ROLE MODELS 11.32 4.29 4 2.83
COLLABORATION 10.95 4.14 4 2.74
Note. #Items = Number of items, Std.M = Mean standardized by the number of items.
Descriptives
> pre-service teachers perceived the six subscales as almost similarly
> Provision of continuous feedback (FEE) was perceived as the least apparent SQD strategy

13. TPACK
Five-point likert scale ranging
from (1) I completely disagree to (5) I completely agree
TPK
I can choose technologies that enhance students’ learning
for a lesson.
TPCK
I can teach lessons that appropriately combine
technologies, literacy, and teaching approaches
TK
I know how to solve my own technical problems.

14. Impact of SQD on TPACK
> The results showed that the SQD strategies were significantly
related to pre-service teachers’ perceptions of their TPACK
Subscale β
TCK .49
TPK .49
TPCK .49
TK .37
Note. p < .001.
Fit statistics for the resultant model: CFI = .92, RMSEA = .06

15. Multiple case study
Sample and procedure (2)
N= 3x7
N=3x5
N=3x2

16. 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).”
[TEI2/S3]

17. 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]

18. Authentic experiences: Impact!
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 TTI
“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.”
[TEI1/S1]

19. Discussion
TTIs can affect pre-service teachers’ uptake of ICT.
SQD is associated to TPACK
Respondents acknowledged the importance of SQD-strategies
but not all of them where addressed during their pre-service training
Helping pre-service teachers to design ICT-rich lessons
and providing feedback is challenging.
Qualitative Quantitative

20. Aesaert, K., Vanderlinde, R., Tondeur, J., & van Braak, J. (2013). The content of educational technology curricula: a cross-curricular
state of the art. Educational Technology Research and Development, 61(1), 131-151.
Banas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-
efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6).
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary issues in technology and
teacher education, 9(1), 60-70.
Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills
(TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1-14.
Tondeur, J., Aesaert, K., Pynoo, B., Braak, J., Fraeyman, N., & Erstad, O. (2016). Developing a validated instrument to measure
preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology.
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate
technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
Tondeur, J., Pareja Roblin, N., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological Pedagogical Content Knowledge in teacher
education: in search of a new curriculum. Educational Studies, 39(2), 239-243.
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational
technology use: Its meaning and measurement. Computers & Education, 94, 134-150.
Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., & Sointu, E. (2015). The impact of authentic learning experiences
with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81, 49-58.
References

21. Presentation / paper available via
http://ugent.academia.edu/JoTondeur
@Jotondeur
Jo.Tondeur@Ugent.be