All Aboard or Still at Check-In? Teacher Educators’ Use of Digital Technologies: Lessons from a Small Island.

Stephen Roulston, Pamela Cowan, Martin F. Brown, Roger Austin, Joe O'Hara

Research output: Contribution to journalArticle

Abstract

Teachers are increasingly integrating ICT into formal education (McKnight et al. Journal of Research on Technology in Education, 48(3), 194–211, 2016), helping to incorporate technologies in learning and teaching. However, an important expectation relating to ICT integration is that Initial Teacher Educators model their own practice as well as developing digital skills and competencies in pre-service teachers (Haydn 2010; Gudmundsdottir and Hatlevik European Journal of Teacher Education, 41(2), 214–231, 2018). To test these expectations, this paper reports on a convergent mixed methods study that consisted of twelve interviews with Initial Teacher Educators as well as a series of questionnaires that were distributed to four teacher education providers in Ireland and four in Northern Ireland. Findings suggest that, while there are certainly pockets of excellence and some individual models of good practice, it is evident that there is a limited coherent integration of ICT within and across Initial Teacher Education providers, despite efforts to achieve this.

LanguageEnglish
Pages1-18
Number of pages18
JournalEducational and Information Technologies
Early online date4 Jul 2019
DOIs
Publication statusE-pub ahead of print - 4 Jul 2019

Fingerprint

educator
teacher
education
best practice
Ireland
questionnaire
Teaching
interview
learning

Keywords

  • Initial Teacher Education, Teacher Educators, ICT, Challenges of implementation, Ireland, Northern Ireland
  • Challenges of implementation
  • Teacher Educators
  • ICT
  • Initial Teacher Education

Cite this

@article{72f65db5cabf4c49965715d21d45e26e,
title = "All Aboard or Still at Check-In? Teacher Educators’ Use of Digital Technologies: Lessons from a Small Island.",
abstract = "Teachers are increasingly integrating ICT into formal education (McKnight et al. Journal of Research on Technology in Education, 48(3), 194–211, 2016), helping to incorporate technologies in learning and teaching. However, an important expectation relating to ICT integration is that Initial Teacher Educators model their own practice as well as developing digital skills and competencies in pre-service teachers (Haydn 2010; Gudmundsdottir and Hatlevik European Journal of Teacher Education, 41(2), 214–231, 2018). To test these expectations, this paper reports on a convergent mixed methods study that consisted of twelve interviews with Initial Teacher Educators as well as a series of questionnaires that were distributed to four teacher education providers in Ireland and four in Northern Ireland. Findings suggest that, while there are certainly pockets of excellence and some individual models of good practice, it is evident that there is a limited coherent integration of ICT within and across Initial Teacher Education providers, despite efforts to achieve this.",
keywords = "Initial Teacher Education, Teacher Educators, ICT, Challenges of implementation, Ireland, Northern Ireland, Challenges of implementation, Teacher Educators, ICT, Initial Teacher Education",
author = "Stephen Roulston and Pamela Cowan and Brown, {Martin F.} and Roger Austin and Joe O'Hara",
note = "Uploaded a PDF author manuscript and closed the word version",
year = "2019",
month = "7",
day = "4",
doi = "10.1007/s10639-019-09951-x",
language = "English",
pages = "1--18",
journal = "Educational and Information Technologies",
issn = "1360-2357",

}

All Aboard or Still at Check-In? Teacher Educators’ Use of Digital Technologies: Lessons from a Small Island. / Roulston, Stephen; Cowan, Pamela; Brown, Martin F.; Austin, Roger; O'Hara, Joe.

In: Educational and Information Technologies, 04.07.2019, p. 1-18.

Research output: Contribution to journalArticle

TY - JOUR

T1 - All Aboard or Still at Check-In? Teacher Educators’ Use of Digital Technologies: Lessons from a Small Island.

AU - Roulston, Stephen

AU - Cowan, Pamela

AU - Brown, Martin F.

AU - Austin, Roger

AU - O'Hara, Joe

N1 - Uploaded a PDF author manuscript and closed the word version

PY - 2019/7/4

Y1 - 2019/7/4

N2 - Teachers are increasingly integrating ICT into formal education (McKnight et al. Journal of Research on Technology in Education, 48(3), 194–211, 2016), helping to incorporate technologies in learning and teaching. However, an important expectation relating to ICT integration is that Initial Teacher Educators model their own practice as well as developing digital skills and competencies in pre-service teachers (Haydn 2010; Gudmundsdottir and Hatlevik European Journal of Teacher Education, 41(2), 214–231, 2018). To test these expectations, this paper reports on a convergent mixed methods study that consisted of twelve interviews with Initial Teacher Educators as well as a series of questionnaires that were distributed to four teacher education providers in Ireland and four in Northern Ireland. Findings suggest that, while there are certainly pockets of excellence and some individual models of good practice, it is evident that there is a limited coherent integration of ICT within and across Initial Teacher Education providers, despite efforts to achieve this.

AB - Teachers are increasingly integrating ICT into formal education (McKnight et al. Journal of Research on Technology in Education, 48(3), 194–211, 2016), helping to incorporate technologies in learning and teaching. However, an important expectation relating to ICT integration is that Initial Teacher Educators model their own practice as well as developing digital skills and competencies in pre-service teachers (Haydn 2010; Gudmundsdottir and Hatlevik European Journal of Teacher Education, 41(2), 214–231, 2018). To test these expectations, this paper reports on a convergent mixed methods study that consisted of twelve interviews with Initial Teacher Educators as well as a series of questionnaires that were distributed to four teacher education providers in Ireland and four in Northern Ireland. Findings suggest that, while there are certainly pockets of excellence and some individual models of good practice, it is evident that there is a limited coherent integration of ICT within and across Initial Teacher Education providers, despite efforts to achieve this.

KW - Initial Teacher Education, Teacher Educators, ICT, Challenges of implementation, Ireland, Northern Ireland

KW - Challenges of implementation

KW - Teacher Educators

KW - ICT

KW - Initial Teacher Education

UR - http://www.scopus.com/inward/record.url?scp=85068845323&partnerID=8YFLogxK

U2 - 10.1007/s10639-019-09951-x

DO - 10.1007/s10639-019-09951-x

M3 - Article

SP - 1

EP - 18

JO - Educational and Information Technologies

T2 - Educational and Information Technologies

JF - Educational and Information Technologies

SN - 1360-2357

ER -