Curriculum Content Proposal for Integration of Technology in Education
Keywords:
Integration of technology, Using technology in education, Instructional technologies, TPACK
Abstract
This study focuses on the content of technology-related courses offered by teacher training institutions to determine the factors that will avoid technology integration in teacher education/training. Two methods are combined in the research. As a first step, the integration of technology in education/teaching models literature was analyzed, synthesized, and categories were created based on the critics. Next, technology-related courses in teacher training curricula were defined, the content of those courses was analyzed, and some content and suggestions were proposed for better technology-integrated courses. Even though literature indicates the most critical barriers to technology integration in education are hardware problems and the lack of technical infrastructure, one of the underlying factors is the teachers' inadequacy in ICT, the usage of technology in education, and technology integration literacy. These inadequacies are the result of the training curriculum deficiencies. There are three suggestions based on the findings and for further studies. The first one is to add courses and contents to the teacher-training curriculum as discussed in interpretation and discussion. Secondly, instructional technology courses should have specific content related to the content area. The syllabus should be developed with the cooperation of the content area teacher trainer for each subject area. Finally, as a part of curriculum development, these proposed courses and their content should be reevaluated for further studies.
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References
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Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519-524.;
Angeli, C., & Valanides, N. (2005). Pre-service elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302.
Carroll, J. B., & Morrell, P. D. (2006). A comparison of teacher education faculty and pre-service teacher technology competence. Journal of Computing in Teacher Education, 23(1), 5-10.
Chaipidech, P., Kajonmanee, T., Chaipah, K., Panjaburee, P., & Srisawasdi, N. (2021). Implementation of an andragogical teacher professional development training program for boosting TPACK in STEM education. Educational Technology & Society, 24(4), 220-239.
Dinçer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23(6), 2699–2718.
Dinçer, S. (2021a). Bilgi ve iletişim teknolojileri okur-yazarlığı ve eğitimde teknoloji entegrasyonu. In U. Ormancı, and S. Çepni (Ed.) Kuramdan uygulamaya 21. yüzyıl becerileri ve öğretimi (pp.181-188). Ankara: Nobel Akademi.
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Dincer, S., & Doğanay, A. (2015). The impact of pedagogical agent on learners’ motivation and academic success. Practice and Theory in Systems of Education, 10(4), 329-348.
Dinçer, S., & Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education, 111, 74-100.
Dinçer, S., & Yeşilpınar-Uyar, M. (2016). E-Öğrenme sistemlerinin kullanımı sürecinde karşılaşılan sınıf yönetimi ile ilişkili sorunlar ve çözüm önerileri. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 21(4), 453-470.
Dotong, C. I., De Castro, E. L., Dolot, J. A., & Prenda, M. (2016). Barriers for educational technology integration in contemporary classroom environment. Asia Pacific Journal of Education, Arts and Sciences, 3(2), 13-20.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computers & Education, 51(1), 187-199.
Georgina, D. A., & Olson, M. R. (2008). Integration of technology in higher education: A review of faculty self-perceptions. The Internet and Higher Education, 11(1), 1-8.
Groth, L. A., Dunlap, K. L., & Kidd, J. K. (2007). Becoming technologically literate through technology integration in PK‐12 pre-service literacy courses: Three case studies. Literacy Research and Instruction, 46(4), 363-386.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231.
Halloun, I. A. (2007). Modeling theory in science education (Vol. 24). Springer Science & Business Media.
Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648-1663.
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ISTE (2016). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-forstudents
ISTE (2017). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards- for-teachers
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Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & education, 54(3), 722-732.
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K. L. (2008). First year students' experiences with technology: Are they really digital natives?. Australasian Journal of Educational Technology, 24(1). 108-122.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Llorens, S., Salanova, M., & Grau, R. (2002). Training to technological change. Journal of Research on Computing in Education, 35(2), 206-212.
Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429-440.
Matthew, K., Stephens, E., Callaway, R., Letendre, C., & Kimbell-Lopez, K. (2002). Adoption of information communication technology by teacher educators: One-on-one coaching. Journal of Information Techology for Teacher Education, 11(1), 45-62.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
O'brien, C., Aguinaga, N. J., Hines, R., & Hartshorne, R. (2011). Using contemporary technology tools to improve the effectiveness of teacher educators in special education. Rural Special Education Quarterly, 30(3), 33-40.
OECD. (2005). Are students ready for a technology-rich world?, what PISA studies tell us. Paris: OECD.
OECD. (2013). OECD skills outlook 2013: First results from the survey of adult skills. Paris: OECD Publishing.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & education, 55(3), 1321-1335.
Rodríguez Moreno, J., Agreda Montoro, M., & Ortiz Colón, A. M. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability, 11(7), 1870.
Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure pre-service teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
Tzavara, A., & Komis, V. (2015). Design and implementation of educational scenarios with the integration of TDCK: A case study at a Department of Early Childhood Education. In Technological Pedagogical Content Knowledge (pp. 209-224). Springer, Boston, MA.
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235-286.
YÖK (2018). Yeni öğretmen yetiştirme lisans programları. February 01, 2021 from: https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100.
Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519-524.;
Angeli, C., & Valanides, N. (2005). Pre-service elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302.
Carroll, J. B., & Morrell, P. D. (2006). A comparison of teacher education faculty and pre-service teacher technology competence. Journal of Computing in Teacher Education, 23(1), 5-10.
Chaipidech, P., Kajonmanee, T., Chaipah, K., Panjaburee, P., & Srisawasdi, N. (2021). Implementation of an andragogical teacher professional development training program for boosting TPACK in STEM education. Educational Technology & Society, 24(4), 220-239.
Dinçer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23(6), 2699–2718.
Dinçer, S. (2021a). Bilgi ve iletişim teknolojileri okur-yazarlığı ve eğitimde teknoloji entegrasyonu. In U. Ormancı, and S. Çepni (Ed.) Kuramdan uygulamaya 21. yüzyıl becerileri ve öğretimi (pp.181-188). Ankara: Nobel Akademi.
Dinçer, S. (2021b). Öğretimde teknoloji entegrasyonu ve pandemi süreci. In L. Doğan and G. Ilgaz (Ed) Covid-19 pandemisi ve eğitim (p.125-134). Edirne: Trakya Üniversitesi Sosyal Bilimler Enstitüsü Yayınları.
Dincer, S., & Doğanay, A. (2015). The impact of pedagogical agent on learners’ motivation and academic success. Practice and Theory in Systems of Education, 10(4), 329-348.
Dinçer, S., & Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education, 111, 74-100.
Dinçer, S., & Yeşilpınar-Uyar, M. (2016). E-Öğrenme sistemlerinin kullanımı sürecinde karşılaşılan sınıf yönetimi ile ilişkili sorunlar ve çözüm önerileri. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 21(4), 453-470.
Dotong, C. I., De Castro, E. L., Dolot, J. A., & Prenda, M. (2016). Barriers for educational technology integration in contemporary classroom environment. Asia Pacific Journal of Education, Arts and Sciences, 3(2), 13-20.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computers & Education, 51(1), 187-199.
Georgina, D. A., & Olson, M. R. (2008). Integration of technology in higher education: A review of faculty self-perceptions. The Internet and Higher Education, 11(1), 1-8.
Groth, L. A., Dunlap, K. L., & Kidd, J. K. (2007). Becoming technologically literate through technology integration in PK‐12 pre-service literacy courses: Three case studies. Literacy Research and Instruction, 46(4), 363-386.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231.
Halloun, I. A. (2007). Modeling theory in science education (Vol. 24). Springer Science & Business Media.
Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648-1663.
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.
ISTE (2016). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-forstudents
ISTE (2017). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards- for-teachers
ISTE (2021). The International Society for Technology in Education. February 01, 2021 from: https://www.iste.org/iste-standards .
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & education, 54(3), 722-732.
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K. L. (2008). First year students' experiences with technology: Are they really digital natives?. Australasian Journal of Educational Technology, 24(1). 108-122.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Llorens, S., Salanova, M., & Grau, R. (2002). Training to technological change. Journal of Research on Computing in Education, 35(2), 206-212.
Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429-440.
Matthew, K., Stephens, E., Callaway, R., Letendre, C., & Kimbell-Lopez, K. (2002). Adoption of information communication technology by teacher educators: One-on-one coaching. Journal of Information Techology for Teacher Education, 11(1), 45-62.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
O'brien, C., Aguinaga, N. J., Hines, R., & Hartshorne, R. (2011). Using contemporary technology tools to improve the effectiveness of teacher educators in special education. Rural Special Education Quarterly, 30(3), 33-40.
OECD. (2005). Are students ready for a technology-rich world?, what PISA studies tell us. Paris: OECD.
OECD. (2013). OECD skills outlook 2013: First results from the survey of adult skills. Paris: OECD Publishing.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & education, 55(3), 1321-1335.
Rodríguez Moreno, J., Agreda Montoro, M., & Ortiz Colón, A. M. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability, 11(7), 1870.
Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure pre-service teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
Tzavara, A., & Komis, V. (2015). Design and implementation of educational scenarios with the integration of TDCK: A case study at a Department of Early Childhood Education. In Technological Pedagogical Content Knowledge (pp. 209-224). Springer, Boston, MA.
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235-286.
YÖK (2018). Yeni öğretmen yetiştirme lisans programları. February 01, 2021 from: https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
Published
2022-12-09
Section
Articles
How to Cite
Dinçer, S., & Çengel-Schoville, M. (2022). Curriculum Content Proposal for Integration of Technology in Education. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(2), 399-412. https://doi.org/https://doi.org/10.31704/ijocis.2022.016
