Finding Spaces: Teacher Education Technology Competencies (TETCs)

This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on exis...

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Bibliographic Details
Published in:Education sciences 2021-11, Vol.11 (11), p.733
Main Authors: Burrows, Andrea C., Swarts, Gabriel P., Hutchison, Linda, Katzmann, Jason M., Thompson, Rod, Freeman, Lindsey, Schanke, Angela, Kilty, Trina, Reynolds, Todd
Format: Article
Language:English
Subjects:
Classrooms
Educational Technology
Faculty Development
Individualized Instruction
integration
Learning management systems
Mathematics Education
Methods Courses
Pedagogy
Preservice Teacher Education
Preservice Teachers
Program Implementation
Science Education
Secondary Education
Secondary School Teachers
Social Studies
Teacher Competencies
Teacher education
Teacher Education Programs
teacher education technology competencies (TETC)
Teacher Educators
Teaching
Teaching Methods
technology
Technology Education
Verbal communication
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Summary:This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be “meta-experts”, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci11110733