Publication Cover
Computers in the Schools
Interdisciplinary Journal of Practice, Theory, and Applied Research
Volume 39, 2022 - Issue 3
445
Views
0
CrossRef citations to date
0
Altmetric
ARTICLE

Pre-Service Teachers’ Competence and Pedagogical Use of ICT: Are They Ready to Develop Collaborative Activities with Students?

ORCID Icon, , , &

References

  • Anderson, R. E. (2008). Implications of the information and knowledge society for education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 5–22). Springer.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. doi:10.1016/j.compedu.2008.07.006
  • Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517–531. doi:10.1080/1475939X.2019.1668293
  • Aydin, M. K., Gürol, M., & Vanderlinde, R. (2016). Evaluating ICT integration in Turkish K-12 schools through teachers’ views. Eurasia Journal of Mathematics. Science & Technology Education, 12(4), 747–766. doi:10.12973/eurasia.2016.1227a
  • Baron, G. L. (2014). Élèves, apprentissages et numérique: Regard rétrospectif et perspectives [Students, learning and “digital”: Retrospective look and perspectives. Recherches en Éducation, 18(18), 91–103. doi:10.4000/ree.8525
  • Basque, J., & Lundgren-Cayrol, K. (2002). Une typologie des typologies des applications des TIC en éducation [A typology of typologies of ICT applications in education. Sciences et Techniques Éducatives, 9(3), 263–289. doi:10.3406/stice.2002.1510
  • Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519–546. https://www.learntechlib.org/primary/p/4728/
  • Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235–245. doi:10.12973/ejmste/75275
  • Bonwell, C. C., Eison, J. A. (1991). Active learning: Creating excitement in the classroom 1991 ASHE-ERIC higher education reports. ERIC. https://eric.ed.gov/?id=ED336049
  • Borah, P. (2017). Emerging communication technology research: Theoretical and methodological variables in the last 16 years and future directions. New Media & Society, 19(4), 616–636. doi:10.1177/1461444815621512
  • Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (2017). The case of the iPad: Mobile literacies in education. Springer. doi:10.1007/978-981-10-4364-2_1
  • CEFRIO. (2015). Usages du numérique dans les écoles québécoises - Rapport synthèse. [Digital uses in Québec schools - Summary report]. CEFRIO.
  • Collin, S., Guichon, N., & Ntebutse, J. G. (2015). Une approche sociocritique des usages numériques en éducation [Sociocritical approach on digital use in education]. Revue Sticef, 22, 89–140. https://hal.archives-ouvertes.fr/hal-01218240
  • Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
  • Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834. doi:10.3102/00028312038004813
  • DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). SAGE Publications.
  • Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199. doi:10.1016/j.compedu.2007.05.001
  • Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22(2), 551–573. doi:10.1007/s10639-016-9476-y
  • Enochsson, A. B., & Rizza, C. (2009). ICT in initial teacher training: Research review (Vol. 38). OECD Publishing. doi:10.1787/19939019
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. doi:10.1016/j.compedu.2012.02.001
  • Foulger, T. S., Wetzel, K., & Buss, R. R. (2019). Moving toward a technology infusion approach: Considerations for teacher preparation programs. Journal of Digital Learning in Teacher Education, 35(2), 79–91. doi:10.1080/21532974.2019.1568325
  • Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1–16. doi:10.1080/15391523.2019.1679055
  • Freeman, A., Adams Becker, S., Cummins, M., Davis, A., Hall Giesinger, C. (2017). NMC/CoSN horizon report: 2017 K–12 edition. The New Media Consortium. https://www.learntechlib.org/p/182003/
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. doi:10.1073/pnas.1319030111
  • García-Martín, J., & García-Sánchez, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54–67. doi:10.1016/j.compedu.2016.12.010
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. doi:10.1016/j.chb.2016.11.057
  • Global Partnership for Education. (2020). 21st-Century skills: What potential role for the Global Partnership for Education? A landscape review. GPE.
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Journal of Educational Technology & Society, 12(1), 193–204. http://www.jstor.org/stable/jeductechsoci.12.1.193
  • Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235–254. doi:10.2190/EC.38.3.a
  • Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (P REP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25–41. doi:10.1080/13540602.2016.1203772
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. doi:10.1007/s11423-006-9022-5
  • Jones, S., Carley, S., & Harrison, M. (2003). An introduction to power and sample size estimation. Emergency Medicine Journal, 20(5), 453–458. doi:10.1136/emj.20.5.453
  • Joynes, C., Rossignoli, S., Amonoo-Kuofi, E. F. (2019). 21st Century skills: Evidence of issues in definition, demand and delivery for development contexts. https://assets.publishing.service.gov.uk/media/5d71187ce5274a097c07b985/21st_century.pdf
  • Kaufman, K. (2014). Information communication technology: Challenges & some prospects from pre-service education to the classroom. Mid-Atlantic Education Review, 2(1), 127–140. doi:10.1080/21532974.2013.10784716
  • Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140. doi:10.1080/21532974.2013.10784716
  • Kimm, C. H., Kim, J., Baek, E.-O., & Chen, P. (2020). Pre-service teachers’ confidence in their ISTE technology-competency. Journal of Digital Learning in Teacher Education, 36(2), 96–110. doi:10.1080/21532974.2020.1716896
  • Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50(2), 120–137. doi:10.1080/00461520.2015.1036273
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://www.learntechlib.org/primary/p/29544/
  • Kraska-Miller, M. (2014). Nonparametric statistics for social and behavioral sciences. CRC Press.
  • Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, 104304. doi:10.1016/j.compedu.2021.104304
  • Le Boterf, G. (2000). Construire les compétences individuelles et collectives [Building individual and collective competencies]. Éditions d’Organisation.
  • Le Boterf, G. (2002). Développer la compétence des professionnels (4th ed.). [Develop competency of professionals]. Éditions d’Organisation.
  • Le Boterf, G. (2004). Construire les compétences individuelles et collectives: La compétence n’est plus ce qu’elle était (3rd ed.). [Building individual and collective competencies: competence is not what it used to be]. Éditions d’Organisation.
  • List, A., Brante, E. W., & Klee, H. L. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education, 148, 103788. doi:10.1016/j.compedu.2019.103788
  • Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. doi:10.1080/03054985.2011.577938
  • Margaliot, A., & Gorev, D. (2020). Once they’ve experienced it, will pre-service teachers be willing to apply online collaborative learning? Computers in the Schools, 37(4), 217–233. doi:10.1080/07380569.2020.1834821
  • Ministère de l’Éducation du Québec. (2001). La formation à l’enseignement. Les orientations. Les compétences professionnelles. [Teacher training. Orientations, Professional competencies]. Ministère de l’Éducation du Québec. Gouvernement du Québec.
  • Ministère de l’Éducation et de l’Enseignement supérieur. (2019). Cadre de référence de la compétence numérique. [The Digital Competency Framework]. Ministère de l’Éducation et de l’Enseignement supérieur. Gouvernement du Québec.
  • Mishra, P., & Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. doi:10.1080/21532974.2016.1242392
  • Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory. McGraw-Hill.
  • OECD. (2015). Students, computers and learning. Making the connection. OECD Publisher. doi:10.1787/9789264239555-en
  • Ottenbreit-Leftwich, A., Liao, J. Y.-C., Sadik, O., & Ertmer, P. (2018). Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology? Journal of Research on Technology in Education, 50(4), 282–304. doi:10.1080/15391523.2018.1487350
  • Overbaugh, R., & Lu, R. (2008). The impact of a NCLB-EETT funded professional development program on teacher self-efficacy and resultant implementation. Journal of Research on Technology in Education, 41(1), 43–61. doi:10.1080/15391523.2008.10782522
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163–178. doi:10.1016/S0360-1315(01)00045-8
  • Plantard, P. (2015). Numérique et éducation encore un coup de tablette magique? [Digital and education another hit of “magic tablet? Administration Education, 146(2), 63–67. doi:10.3917/admed.146.0063
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(6), 1–6. doi:10.1108/10748120110424843
  • Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers & Education, 156, 103940. doi:10.1016/j.compedu.2020.103940
  • Rizza, C. (2011). ICT and initial teacher education: National policies. OECD Education Working Papers. OECD.
  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer Supported Collaborative Learning, (pp. 69–97). Springer. doi:10.1007/978-3-642-85098-1_5
  • Roy, N., Gareau, A., & Poelhuber, B. (2018). Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie. Les Natifs du Numérique Aux Études: Enjeux et Pratiques [Digital Natives in Education: Issues and Practices], 44(1), 1–24. doi:10.21432/cjlt27558
  • Sang, G., Valcke, M., Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. doi:10.1016/j.compedu.2009.07.010
  • Semerci, A., & Aydın, M. K. (2018). Examining high school teachers’ attitudes towards ICT use in education. International Journal of Progressive Education, 14(2), 93–105. doi:10.29329/ijpe.2018.139.7
  • Sheingold, K., Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. Center of Technology for Education. https://eric.ed.gov/?id=ED322900
  • Spektor-Levy, O., Menashe, K., Doron, E., & Raviv, D. (2010). Learning with personal laptops in school: Benefits & gains, obstacles & constraints–following a longitudinal study [Paper presentation]. In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair. (Eds.), Proceedings of the Chais Conference on Instructional Technologies Research 2010: Learning in the Technological Era.
  • Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. doi:10.1080/0305764X.2019.1625867
  • Stockless, A., Villeneuve, S., & Beaupré, J. (2018). La compétence TIC des enseignants du primaire et du secondaire: un état de la situation [ICT competency of primary and secondary school teachers: A status report]. Formation et Profession, 26(1), 109–124. doi:10.18162/fp.2018.402
  • Stockless, A., Villeneuve, S., & Gingras, B. (2018). Maitrise d’outils technologiques: Son influence sur la compétence TIC des enseignants et les usages pédagogiques [Mastery of Digital Tools: The Influence on Information and Communication Technologies Competency and Pedagogical Use]. Canadian Journal of Learning and Technology/La Revue Canadienne de L’apprentissage et de la Technologie, 44(2), 1–21. doi:10.21432/cjlt27581
  • Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32–42. doi:10.1016/j.compedu.2018.03.002
  • Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157–177. doi:10.1080/1475939X.2016.1193556
  • Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. doi:10.1007/s11423-016-9481-2
  • 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. doi:10.1016/j.compedu.2011.10.009
  • 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. doi:10.1016/j.compedu.2014.09.008
  • Vanderlinde, R., Dexter, S., & van Braak, J. (2012). School‐based ICT policy plans in primary education: Elements, typologies and underlying processes. British Journal of Educational Technology, 43(3), 505–519. doi:10.1111/j.1467-8535.2011.01191.x
  • Villeneuve, S. (2011). L’évaluation de la compétence professionnelle des futurs maitres du Québec à intégrer les technologies de l’information et des communications (TIC): Maitrise et usages [Assessing the professional competency of pre-service Quebec teachers to integrate information and communication technologies (ICT): Mastery and uses]. Université de Montréal. http://hdl.handle.net/1866/6057
  • Vivian, R., Falkner, K., Falkner, N. (2014). Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development. Research in Learning Technology 22, 1–19. doi:10.3402/rlt.v22.24691
  • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69–83. doi:10.1080/1475939X.2016.1174730
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. doi:10.1080/00220272.2012.668938
  • Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156, 103941. doi:10.1016/j.compedu.2020.103941
  • Zipke, M., Ingle, J. C., & Moorehead, T. (2019). The effects of modeling the use of technology with pre-service teachers. Computers in the Schools, 36(3), 205–221. doi:10.1080/07380569.2019.1640038

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.