The “wicked problem” of technology and teacher education: Examining teacher educator technology competencies in a field-based literacy methods course

Abstract

This paper paints a complex portrait of the “wicked problem” of teaching technology integration in a field-based content literacy course in order to analyze how a teacher educator demonstrated a presence (and absence) of Teacher Educator Technology Competencies (TETCs). The study indicates that developing technology competencies in teacher educators shares challenges with broader issues of practice based teacher education. It suggests the TETCs would benefit from a clear grounding in theory and should consider the influence of teacher educator TPACK on teacher educators’ abilities to build and demonstrate competency. Overall, framing teacher educator professional growth and development through the lens of the TETCs facilitated reflection and spotlighted areas of strength, as well as areas for improvement, within practice .

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Additional information

Notes on contributors

Pamela Segal

Dr. Pamela H. Segal is an Associate Professor in the Department of Secondary and Middle School Education in the College of Education.

Marie Heath

Dr. Marie K. Heath is an Assistant Professor of Educational Technology at Loyola University Maryland.