Module analysis : preparing pre-service teachers’ for educational technology integration in their teaching practice

Abstract

The rapid growth of technology undoubtedly has an impact on the education system and on the way knowledge is imparted to students. Teachers need to have sufficient knowledge and skills to integrate technology in a lesson. A challenge which pre-service teachers face is not having sufficient knowledge and skills to integrate technology in their teaching practice. This is due to their lack of exposure to electronic resources as well as skills and opportunities to experiment hands-on with educational technology. This study is a module analysis, regarding the preparation of pre-service teachers’ for educational technology integration in their teaching practice, at a university. Data was collected through an open ended survey which students had to answer based on their experiences of the module as well as a focus group interview conducted with the lecturers of the module regarding the management of the module. The study is based on the model, Synthesis of Qualitative Data: Preparing pre-service teachers for technology use, utilising the proposals of Jo Tondeur and Johan van Braak. The model states the various factors which need to be taken into consideration when designing a training plan for preparing pre-service teachers for technology use in the classroom. These factors include authentic experience, feedback, role model, reflection, instructional design, collaboration, training staff, access to resources, technology planning and leadership and cooperation within/between institutions. Each of these factors was reviewed, and premises were identified. The results demonstrated that for these factors to be successful, the premises need to be considered. The premises include teaching strategies, peer assessment, resources available, student learning, lifelong learners, technology challenges and learning about technology integration among others. The themes of the conceptual framework paired with the premises were utilized to establish guidelines. These guidelines were be split into two sections, namely; planning a module and preparing preservice teachers for technology use. These guidelines may be adapted to apply to other modules.