Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)

Irene García-Lázaro; Jesús Conde-Jiménez; María Pilar Colás-Bravo

doi:10.30935/cedtech/11540

Irene García-Lázaro ¹ ² ^* , Jesús Conde-Jiménez ³, María Pilar Colás-Bravo ²

More Detail

CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep352

https://doi.org/10.30935/cedtech/11540

Submitted: 11 November 2021, Published Online: 13 January 2022

OPEN ACCESS 3565 Views 1757 Downloads

Download Full Text (PDF)

Abstract

The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered.

Keywords: initial teacher education, bibliometric review, practicum, TPACK, educational technologies, teaching practices

References

Area-Moreira, M., Hernández-Rivero, V., & Sosa-Alonso, J. (2016). Modelos de integración didáctica de las TIC en el aula [Models of didactic integration of ICT in the classroom]. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación [Communicate: Ibero-American Scientific Journal of Communication and Education], 47, 79-87. https://doi.org/10.3916/C47-2016-08
Aslan, A., & Zhu, C. (2015). Pre-service teachers’ perceptions of ICT integration in teacher education in Turkey. Turkish Online Journal of Educational Technology, 2015(3), 462-466. https://doi.org/10.1111/bjet.12437
Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359-370. https://doi.org/10.21890/ijres.81048
Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre-service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. https://doi.org/10.1111/bjet.12437
Bahcivan, E., Gurer, M. D., Yavuzalp, N., & Akayoglu, S. (2019). Investigating the relations among pre-service teachers’ teaching/learning beliefs and educational technology integration competencies: A structural equation modeling study. Journal of Science Education and Technology, 28(5), 579-588. https://doi.org/10.1007/s10956-019-09788-6
Baydas, O., & Goktas, Y. (2016). Influential factors on preservice teachers’ intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178. https://doi.org/10.1016/j.chb.2015.11.030
Bladergroen, M. C., & Chigona, W. (2019). Managing information and communication technology in South African classrooms: Pre-service teachers’ experiences. Africa Education Review, 16(3), 22-35. https://doi.org/10.1080/18146627.2016.1224589
Browne, T. (2015). A case study of student teachers’ learning and perceptions when using tablet applications teaching physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 6(1), 3-22. https://doi.org/10.1080/18377122.2014.997858
Byrnes, M., Manente, C. J., Carolan, R. G., Hughes, M. C., Pickard, A., & Kaufman, K. (2014). Information communication technology: Challenges & some prospects from pre-service education to the classroom. Mid-Atlantic Education Review, 2(1), 1-11.
Cabero-Almenara, J., & Martínez, A. (2019). Las tecnologías de la información y comunicación y la formación inicial de los docentes. Modelos y competencias digitales [Information and communication technologies and initial teacher training. Models and digital skills]. Profesorado. Revista de Currículum y Formación de Profesorado [Faculty. Journal of Curriculum and Teacher Training], 23(3), 247-268. https://doi.org/10.30827/profesorado.v23i3.9421
Caena F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators (DIGCOMPEDU). European Journal of Educaction, 54, 356-369. https://doi.org/10.1111/ejed.12345
Cakir, R., & Yildirim, S. (2013). Who are the really? A review of the characteristics of pre-service ICT teachers in Turkey. Asia-Pacific Education Researcher, 24(1), 67-80. https://doi.org/10.1007/s40299-013-0159-9
Chai, C., & Lim, C. (2011). The Internet and teacher eduation: Traversing between the digitized world and schools. Internet and Higher Education, 14(1), 1-9. https://doi.org/10.1016/j.iheduc.2010.04.003
Charbonneau-Gowdy, P. (2015). It takes a community to develop a teacher: Testing a new teacher education model for promoting ICT in classroom teaching practices in Chile. The Electronic Journal of E-Learning, 13(4), 237-249.
Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers and Education, 55(1), 32-42. https://doi.org/10.1016/j.compedu.2009.11.015
Chigona, A. (2015). Pedagogical shift in the twenty-first century: Preparing teachers to teach with new technologies. Africa Education Review, 12(3), 478-492. https://doi.org/10.1080/18146627.2015.1110912
Dong, C., & Mertala, P. (2019). It is a tool, but not a ‘must’: Early childhood preservice teachers’ perceptions of ICT and its affordances. Early Years, 00(00), 1-16. https://doi.org/10.1080/09575146.2019.1627293
Fernández-Batanero, J. M., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2019). Impact of ICT on students with high abilities. Bibliographic review (2008-2018). Computers and Education, 137, 48-58. https://doi.org/10.1016/j.compedu.2019.04.007
Figg, C., & Jamani, K. J. (2011). Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers. Australasian Journal of Educational Technology, 27(7), 1227-1246. https://doi.org/10.14742/ajet.914
Franklin, R., Mitchell, J., Walters, K. S., Livingston, B., Lineberger, M. B., Putman, C., Yarborough, R., & Karges-Bone, L. (2018). Using swivl robotic technology in teacher education preparation: A pilot study. TechTrends, 62(2), 184-189. https://doi.org/10.1007/s11528-017-0246-5
Gao, P., Chee, T. S., Wang, L., Wong, A., & Choy, D. (2011). Self-reflection and preservice teachers’ technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies. Australasian Journal of Educational Technology, 27(6), 997-1013. https://doi.org/10.14742/ajet.925
Gill, L., & Dalgarno, B. (2017). A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme. Technology, Pedagogy and Education, 26(4), 439-456. https://doi.org/10.1080/1475939X.2017.1287124
Gill, L., Dalgarno, B., & Carlson, L. (2014). How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program? Australian Journal of Teacher Education, 40(1), 36-60. https://doi.org/10.14221/ajte.2015v40n1.3
Goldstein, O., & Tesler, B. (2017). The impact of the national program to integrate ICT in teaching in pre-service teacher training. Interdisciplinary Journal of E-Skills and Lifelong Learning, 13, 151-166. https://doi.org/https://doi.org/10.28945/3876
Guillén-Gámez, F. D., Mayorga-Fernández, M. J, & Álvarez-García, F. J. (2018). A study on the actual use of digital competence in the practicum of education degree. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-018-9390-z
Habibi, A., Razak, R. A., Yusop, F. D., Mukminin, A., & Yaqin, L. N. (2020). Factors affecting ICT integration during teaching practices: A multiple case study of three Indonesian universities. Qualitative Report, 25(5), 1127-1144. https://doi.org/10.46743/2160-3715/2020.4150
Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27(3), 191-203. https://doi.org/10.1111/j.1365-2729.2010.00389.x
Han, I., Shin, W. S., & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching: Theory and Practice, 23(7), 829-842. https://doi.org/10.1080/13540602.2017.1322057
Haydn, T. (2014). How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technology, Pedagogy and Education, 23(4), 455-469. https://doi.org/10.1080/1475939X.2014.892898
Hu, X., & Yelland, N. (2017). An investigation of preservice early childhood teachers’ adoption of ICT in a teaching practicum context in Hong Kong. Journal of Early Childhood Teacher Education, 38(3), 259-274. https://doi.org/10.1080/10901027.2017.1335664
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
Jita, T. (2016). Pre-service teachers’ competence to teach science through information and communication technologies in South Africa. Perspectives in Education, 34(3), 15-28. https://doi.org/10.18820/2519593X/pie.v34i3.2
Kim, J. (2020). Learning and teaching online during COVID-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 0123456789, 1-14. https://doi.org/10.1007/s13158-020-00272-6
LaBoskey, V.K. (1994). Development of reflective practice: A study of preservice teachers. Teachers College Press.
Levine-Clark, M., & Gil, E. (2009). A comparative analysis of social sciences citation tools. Online Information Review, 33(5), 986-996. https://doi.org/10.1108/14684520911001954
Mabunda, P. L. (2013). Towards a theoretical framework for the use of ICT strategies for teaching practicum supervision. Africa Education Review, 10(sup1), 7-27. https://doi.org/10.1080/18146627.2013.855411
Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2015). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326-351. https://doi.org/10.1177/0735633115620432
Maestre, M. M., Nail, O., & Rodríguez-Hidalgo, A. J. (2017). Desarrollo de competencias tic y para la educación inclusiva en la formación inicial práctica del profesorado [Development of ict skills and for inclusive education in the initial practical training of teachers]. Bordón. Revista de Pedagogía [Staff. Pedagogy Magazine], 69(3), 57-72. https://doi.org/10.13042/Bordon.2017
Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469. https://doi.org/10.1016/j.tate.2011.12.001
McGarr, O., & Ó Gallchóir, C. (2020). Exploring pre-service teachers’ justifications for one-to-one technology use in schools: Implications for initial teacher education. Technology, Pedagogy and Education, 29(4), 1-14. https://doi.org/10.1080/1475939X.2020.1784261
Melville, W., Bowen, G. M., & Passmore, G. (2011). Pre-service teacher reflections, video-conference and WebCT: An exploratory case study. Electronic Journal of Research in Educational Psychology, 9(2), 799-822. https://doi.org/10.25115/ejrep.v9i24.1474
Merc, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. Turkish Online Journal of Educational Technology, 14(2), 229-240.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020
Ntuli, E. (2017). Evaluation of Instructional technology: A case study of early childhood teacher candidates. Open Journal for Educational Research, 1(1), 1-14. https://doi.org/10.32591/coas.ojer.0101.01001n
Olivares, D. D., & Castillo, R. R. (2018). ICT in the classroom: Primary education student teachers’ perceptions of the interactive whiteboard during the teaching practicum. Education and Information Technologies, 23(6), 2309-2321. https://doi.org/10.1007/s10639-018-9716-4
Polly, D., Mims, C., Shepherd, C. E. & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863-870. https://doi.org/10.1016/j.tate.2009.10.024
Pranckutè, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012
Reisoglu, I., & Cebi, 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 and Education, 156, 103940. https://doi.org/10.1016/j.compedu.2020.103940
Roig-Vila, R., Mengual-Andrés, P., & Quinto-Medrano, P. (2015). Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria [Technological, pedagogical and disciplinary knowledge of Primary school teachers]. Comunicar, 23(45), 151-159. https://doi.org/10.3916/C45-2015-16
Rowston, K., Bower, M., & Woodcock, S. (2020). The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice. Education and Information Technologies, 25(2), 681-705. https://doi.org/10.1007/s10639-019-10064-8
Sahin, O., & Kabakci, I. (2014). Investigation of prospective teachers’ information and communication technology integration practices in terms of transformative learning theory. Educational Sciences: Theory & Practice, 14(6), 2293-2303. https://doi.org/10.12738/estp.2014.6.2076
Sasaki, R., Goff, W., Dowsett, A., Parossien, D., Matthies, J., Di Iorio, C., Montey, S., Rowe, S., & Puddy, G. (2020). The practicum experience during COVID-19 -- Supporting initial teacher education student’s practicum experience through a simulated classroom. Journal of Technology and Teacher Education, 28(2), 329-339.
Schön, D. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. Jossey-Bass.
Sola‐Martínez, T., Cáceres‐Reche, M. P., Romero‐Rodríguez, J. J. & Ramos-Navas-Parejo, M. (2020). Estudio bibliométrico de los documentos indexados en Scopus sobre la formación del profesorado en TIC que se relacionan con la calidad educativa [Bibliometric study of documents indexed in Scopus on ICT teacher training that are related to educational quality]. Revista Electrónica Interuniversitaria de Formación del Profesorado [Interuniversity Electronic Journal of Teacher Training], 23(2), 19-35. https://doi.org/10.6018/reifop.418611
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56. https://doi.org/10.1080/0305764X.2019.1625867
Szeto, E., & Cheng, A. Y. N. (2014). Exploring the usage of ICT and YouTube for teaching: A study of pre-service teachers in Hong Kong. Asia-Pacific Education Researcher, 23(1), 53-59. https://doi.org/10.1007/s40299-013-0084-y
Szeto, E., & Cheng, A. Y. N. (2016). Pedagogies across subjects: What are preservice teachers’ TPACK patterns of integrating technology in practice? Journal of Educational Computing Research, 55(3), 346-373. https://doi.org/10.1177/0735633116667370
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. https://doi.org/10.1016/j.compedu.2018.03.002
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2016). Tecnologías digitales al servicio de la calidad educative [Digital technologies at the service of educational quality]. UNESCO.
Vratulis, V., Clarke, T., Hoban, G., & Erickson, G. (2011). Additive and disruptive pedagogies: The use of slow-motion as an example of digital technology implementation. Teaching and Teacher Education, 27(8), 1179-1188. https://doi.org/10.1016/j.tate.2011.06.004
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Wake, D. G. (2013). Teacher candidates’ perceptions of technology used to support literacy practices. Technological Tools for the Literacy Classroom, 13, 220-242. https://doi.org/10.4018/978-1-4666-3974-4.ch013
Walker, Z., Kho, H. H., Tan, D., & Lim, N. (2020). Practicum teachers’ use of mobile technology as measured by the technology acceptance model. Asia Pacific Journal of Education, 40(2), 230-246. https://doi.org/10.1080/02188791.2019.1671808
Zipke, M. (2017). Preparing teachers to teach with technology: Examining the effectiveness of a course in educational technology. The New Educator, 14(4), 342-262. https://doi.org/10.1080/1547688X.2017.1401191

Citation

García-Lázaro, I., Conde-Jiménez, J., & Colás-Bravo, M. P. (2022). Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020). Contemporary Educational Technology, 14(2), ep352. https://doi.org/10.30935/cedtech/11540

García-Lázaro, I., Conde-Jiménez, J., and Colás-Bravo, M. P. (2022). Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020). Contemporary Educational Technology, 14(2), ep352. https://doi.org/10.30935/cedtech/11540

García-Lázaro I, Conde-Jiménez J, Colás-Bravo MP. Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020). CONT ED TECHNOLOGY. 2022;14(2), ep352. https://doi.org/10.30935/cedtech/11540

García-Lázaro, Irene, Jesús Conde-Jiménez, and María Pilar Colás-Bravo. "Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)". Contemporary Educational Technology 2022 14 no. 2 (2022): ep352. https://doi.org/10.30935/cedtech/11540

García-Lázaro, Irene et al. "Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)". Contemporary Educational Technology, vol. 14, no. 2, 2022, ep352. https://doi.org/10.30935/cedtech/11540

García-Lázaro I, Conde-Jiménez J, Colás-Bravo MP. Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020). CONT ED TECHNOLOGY. 2022;14(2):ep352. https://doi.org/10.30935/cedtech/11540