Perspectives of Educational Technology Teacher Educators: Mavericks, Champions, or Change Agents?

Abstract

Teacher education programs struggle to infuse educational technology (edtec) throughout the curriculum. Edtec faculty can play several roles within the programmatic design of teacher education programs. The purpose of this study was to explore edtec faculty perspectives of technology infusion efforts within their preparation programs. Q methodology research design and factor analysis were used to examine data from Q sorts completed exclusively by edtec faculty members (N = 16). A Q set of 44 statements was used to explore their perspectives on value of technology for teaching and learning, confidence levels, educator preparation program design, and leadership support. Results revealed participants’ strong beliefs in the value of technology for teaching and learning, and their confidence in modeling technology integration. Participants loaded on two factors demonstrating that some held a broader view of educator preparation at their institutions and were more critical of programmatic structures and leadership support for candidate development. A question remains about the role of edtec faculty as they negotiate various opportunities and expectations within teacher education.

Keywords:

• Educational technology
• technology infusion
• teacher education
• Q methodology
• faculty

Additional information

Notes on contributors

Jon M. Clausen

Jon M. Clausen is an associate professor of educational technology and secondary education at Ball State University Teachers College. He has served as chair of the American Association of Colleges of Teacher Education (AACTE) Committee on Innovation and Technology, teaches educational technology courses, and is coordinator for the educational technology programs. Dr. Clausen’s areas of research have focused on technology integration and infusion within teacher education. This includes developing instructional contexts that support faculty, PK12 educators, and candidate technology use. He is also interested in how technology can be used to demonstrate and support student learning. In 2020, his coauthored publication titled “TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders” received the Outstanding Research Award from the Journal of Digital Learning in Teacher Education.

Arlene C. Borthwick

Arlene C. Borthwick is professor emerita and former associate dean and professor of educational technology at National Louis University in Chicago. She served on the ISTE Board of Directors (2010–2014) and as chair of the American Association of Colleges of Teacher Education Committee on Innovation and Technology (2017–2018). She has coauthored multiple studies using Q methodology, including research focused on school-university partnerships, teacher evaluation, literacy, undergraduate retention, and infusion of technology in teacher preparation programs. Honored with ISTE’s Making IT Happen Award in 2008, she is coeditor of Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators (2020).

David W. Rutledge

David W. Rutledge is an associate professor of educational design and learning technology at New Mexico State University. He has served on the information technology committee as assistant, associate, and lead chair for SITE (2016–2018). His areas of research include a focus on technology integration for teaching practices, language learning, and mobile devices. He is interested in the role technology can play in preservice teacher professional development.

Brandy B. Walker

Brandy B. Walker is an associate public service and outreach faculty member at the J.W. Fanning Institute for Leadership Development at the University of Georgia. Her PhD is in learning, design, and technology. Her expertise is in instructional design, technology solutions, community-engaged research, and Q methodology. She has extensive experience in virtual learning environments and is the inventor of an online perceptions assessment tool based on Q methodology. She has conducted multiple Q studies and training workshops on using Q methodology.