A Review of Research Exploring Pre-service Teacher Education for the Digital Era
DOI:
https://doi.org/10.54097/ijeh.v9i1.9407Keywords:
Digital competence, Pre-service teacher education, Digital era.Abstract
Internet and digital technologies play increasingly important roles in schooling systems. With teaching and schools evolving due to the integration of technologies, pre-service teacher education will also change. Through a systematic and full literature review of papers published in the recent over 10 years, this study examines research exploring pre-service teacher education for the digital era. The articles analyze critically what has as well as has not been studied over a series of literature and broad contexts on digital integration in schools. Digital competencies should be generic, teaching and professional. The future research lies in how pre-service teachers learn to take part in the professional work in education system infused with digital technologies. A idea of professional digital literacy is proposed.
Downloads
References
Aslan, A., &Chang, Z.(2017). Investigating variables predicting Turkish pre-service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2),552-570.
Baydas, O., &Goktas, Y.(2016).Influential factors on preservice teachers’ intentions to use ICT in future lessons. Computers in Human Behavior, 56,170-178
Baydas, O., &YilmazRM(2018).Pre-service teachersintention to adopt mobile learnings A motivational model. British Journal of Educational Technology,49(1),137-152
Brun, M., & Hinostroza, J. E. (2014) Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Journal of Educational Technology & Society17(3), 222.
Chen, R.J. (2010).Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers &Education,55(1),32-42.
Chitiyo, R, &Harmon, S. W.(2009).An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe. Educational Technology Research & Development,57(6),807-830.
Collins, A., &Halverson, R.(2018). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
Cuban, L.(2001). Oversold and underused. Cambridge, MA: Harvard University Press.
Darling-Hammond, L. (2012).Powerful teacher education: Lessons from exemplary programs. New York, NY: John Wiley & Sons.
Davis,F.(1989).Perceived usefulness, perceived ease of use, and user acceptance of information technology. Mis Quarterly, 13(3), 319-340.
Elstad, E., & Christophersen, K-A(2017). Perceptions of digital competency among student teachers: Contributing to the development of student teachers’ instructional self-eflicacy in technology-rich classrooms. Education Sciences, 7(1),1-15.
Freeman, A., Adams Becker,S., M. Davis, A. & Hall Giesinger, C.(2017). NMC/CoSNHorizon Report: 2017 K-12 Edition. Austin, TX: The New Media Consortium
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.
Instefjord, E. &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.
Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of pre-service teachers: Are they ready for the profession? Australian Educational Computing 25(1),8-17.
Kabakci Yurdakul, I., & Coklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363-376.
Kaufman, K. (2015). Information communication technology: Challenges & some prospects from preservice educationto the classroom. Mid-Atlantic Education Review 2(1),1-11.
Turvey,K. (2008). Student teachers go online; the need for a focus on human agency and pedagogy in learning about ‘e-learning’ in initial teacher education (ITE). Education & Information Technologies, 13(4), 317-327.
Urbani, J. M., Roshandel, SMichaels, R & Truesdell, E. (2017). Developing and modeling 21st-century skills with preservice teachers. Teacher Education Quarterly, 44(4), 27-50.
Valtonen,T., Kukkonen, Kontkanen, S., Mäkitalo-Siegl, K., & Sointu, E.(2018). Differences in pre-service teachers’ knowledge and readiness to use ICT in education. Journal of Computer Assisted Learning, 34,174-182.
