Foulger, T. (2023). Technology infusion in teacher preparation. In EdTechnica: The open encyclopedia of educational technology. https://doi.org/10.59668/371.14237

Abstract:

“A technology-infused preparation program teaches candidates how to use technology as a program-deep and program-wide curricular area. The goal of an infused program is to graduate PK-12 educators who are technology-capable from day one as certified teachers. In contrast to the common practice of addressing technology integration through a single course, technology-infused programs require a continual approach to supporting teacher candidates by addressing their ever-changing, developmental needs. Some PK-12 preparation programs adopt a technology-infused approach because they want to systematically address technology integration in a concerted effort. An infused approach is founded on Technological Pedagogical Content Knowledge (TPACK; Koehler & Mishra, 2009; Mishra & Koehler, 2006). Given that an infused approach represents a system-wide effort, Foulger suggested preparation programs address the pillars in their design. preparation programs can leverage the four pillars when they conceptualize their approach. The four pillars include (a) technology integration curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy (Foulger, 2020; Borthwick et al., 2020). Scholars recommend preparation programs should strive to recognize the interrelatedness of the pillars (for example, Warr et al., 2023; Jin et al., 2023; Sprague et al., 2023; Williams et al., 2023). As the ultimate measure of success, a program-wide design establishes technology self-efficacy, defined in part by candidates’ confidence in their preparedness to teach with technology in future contexts (Buss, 2020).”