Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

Abstract

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.