Beginning teachers' readiness to use ICT in education: Validation of the SQD-scale

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SITE2016– Savannah,GeorgiaJoTondeur, Natalie Pareja Roblin,JohanvanBraak,JokeVoogt&SarahPrestridge

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/ˌvælɪ'deɪʃən/

Validityistheextenttowhichaconcept,conclusionormeasurementiswell-foundedandcorrespondsaccuratelytotherealworld.

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Meta-ethnography(Noblit &Hare;1988)


Item development & expert validity

• SQD-model• Focusonmicrolevel• Developmentofitems• Expertvalidity

• 15stakeholdersTeachereducators,studentteachers,researchers,ICTcoordinators

• exploringcontentvalidity• re-phrasingorsupplynewitems• thewordingoftheitems• reducingitemcomplexity

Questionnaire

Role models

I saw good examples of ICT practice that inspired me to use ICT applications in the classroom myself

The potential of ICT use in education was demonstrated concretely

We discussed the challenges of integrating ICT in education

We were given the opportunity to discuss our experiences with ICT in the classroom

Reflection

Examples of itemsfor each theme

Learning by design

Welearnedhowtothoroughly integrateICTintolessons

WereceivedhelptouseICTwhendevelopingeducationalmaterials

Collaboration

StudentteachershelpedeachothertouseICTinaneducationalcontext

ExperiencesusingICTineducationwereshared

Authentic experiences

IwasabletolearntouseICTintheclassroomthrough theinternships

IwasencouragedtogainexperienceinusingICTinaclassroomsetting

Ireceivedsufficientfeedbackabout theuseofICTinmylessons

MycompetenceswithICTwerethoroughly evaluated

Evaluation & feedback

A single construct underlies the adoption of effective (SQD) strategies

Items can be ordered from easy

Stimulating pre-service teachers to use ICT(cf.Mouza etal.,2014)

to hard

Helping pre-service teachers to design ICT-rich lessons and providing Feedback = challenging (cf.Tondeur,vanBraak,Voogt,&Fisser,2012).


Tondeur, J.,Pareja Roblin N.,vanBraak,J.,Voogt,J.,&Prestridge, S.(InPress). Preparingbeginningteachers fortechnology integrationineducation:Readyfortake-

off?Technology,PedagogyandEducation

Data collection case study

Lack of role models

“We had to reflect all the timeBut not about the use of ICT in education”[L2/O1]

No room for reflection

“They [teacher educators] stood in front of an IWB or a beamer,

but that was not how they wanted us to use ICT in primary

schools. They expect that children use it (ICT).”

[Fiona, TEI2/S3]

Learning by design? Impact!!

Collaboration? Only informal

Because we’ve made all these assignments (in our TEI), for example [work with] Interactive Excel,

we’re able to use it now in our [teaching] practice. [Ben,TEI1/S1]

“IunderstoodlessaboutAudacitycomparedtomyclassmateandhewasnotsogoodinusingPowerPoint,sowehelpedeachother.”[Ben,TEI1/S1]

Authentic experiences: Impack!

Beginning teachers underscored the role of mentor teachers in providing feedback since they were always present in the classroom

Evaluation & feedback? One of the main problems in TEI

“I’ve tested it during my internship, that was actually a big risk, and since then it turned out well I’m now able to use it here.”

[Ben, TEI1/S1]

• BT stress the importanceof the six themes• BT from TTI that provided the greatest support (SQD themes)

enabled their graduates to integrate ICT more proficiently. • Challenges in most TTIs


/ˌvælɪ'deɪʃən/Howto moveon?

• Differentcountries: the Netherlands,Turkey,Norway,…

• Differentactors:eg.,perceptionsofteachereducators

• ImpactofSDQonTPACK• Interventions:eg.,Teacherdesignteam• …