A self-study of an inter-university partnership to integrate technology into instruction

ABSTRACT

This study examines an initial attempt of two literacy and educational technology teacher educators to establish an inter-university partnership among 58 teacher candidates learning to integrate educational technology to support literacy instruction by creating an online professional learning community. This study uses self-study as a form of inquiry to examine teacher candidates’ perceptions about the collaborative model and their use of technology integration. Findings focus on teacher educator experiences and teacher candidates’ integrating technology into instructional planning. Teacher educator themes centre on the importance of synchronising planning and devising strategies to garner participation between members of an inter-university partnership. Teacher candidate themes illustrate how empathy for others’ learning can increase technological self-efficacy and strategies when using an online space to share technology integration experiences. This study provides teacher educators with strategies to establish an inter-university partnership aimed at exploring apps to design instruction.

KEYWORDS:

• Literacy
• teacher education
• technology integration
• pedagogy
• self-study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lauren Eutsler

Lauren Eutsler, PhD, is an Associate Professor in the Department of Learning Technologies at the University of North Texas. She researches technology integration practices to improve literacy instruction. She served five years in elected roles as programme chair and communications chair of the Instructional Technology special interest group at the American Educational Research Association. She serves as an editorial board member for the Journal of Research on Technology in Education, The Reading Teacher and Reading Horizons.

Chrystine Mitchell

Chrystine Mitchell, PhD, is an Associate Professor of Education at Alvernia University, working with pre-service teachers to help integrate best practices in literacy instruction and assessment. Her area of research and passion is embedding digital technologies in her coursework to help prepare future teachers for the changing landscape in schools.