This article highlights the highly collaborative, multimethod research approach used to develop the Teacher Educator Technology Competencies (TETCs): a specific list of knowledge, skills, and attitudes, developed with input from many teacher educators in the field, to help guide the professional development of teacher educators who strive to be more competent in the integration of technology. The purpose of this article is to describe and critique the sequence of three different collaborative research approaches (crowdsourcing, Delphi, and public comment) used by the TETC research team to gather critical opinions and input from a variety of stakeholders. Researchers who desire large-scale adoption of their research outcomes may consider the multimethod approach described in this article to be useful.
An increasing number of migrant teachers with a foreign teaching degree enter Swedish teacher education to complement their studies to become eligible to teach in Swedish schools. Digital competence is one of the central skills required of teachers in today’s digitized information society. Within teacher education few studies examine how migrant teachers estimate their ability and skills within digital competence. Hence, in the present study, migrant teachers’ digital competence is investigated applying the framework of technology, pedagogy, and content knowledge (TPACK), the European Digital Competence Framework for Citizens (DigComp 2.1), and the Digital Competence of Educators framework (DigCompEdu). A convergent mixed-methods research design was used. The combined datasets consisted of a web survey, focus groups, individual interviews, and reflective texts, which were analyzed both quantitatively and qualitatively. The respondents’ initial teacher education was obtained in 57 countries/regions. The findings highlight that migrant teachers’ digital competence is diverse, scoring from both very low to high in TPACK, as well as in DigComp 2.1, from a foundation proficiency level to a highly specialized one. This result implies that further development to enhance migrant teachers’ digital competence must be diversified.
This qualitative case study examined what educators and startups learned from each other when participating in a 4-hour educational technology (edtech) design summit, SlowPitch, which strategically facilitated boundary crossing conversations and activities among typically siloed constituents, such as educators, researchers, developers, investors, and students, in the edtech ecosystem. Participants included eight edtech startup founders or representatives, seven preservice teachers, and 18 practicing educators. Individual interviews were conducted during and after SlowPitch. Findings revealed educators (a) learned about edtech innovations, (b) engaged in teacher design thinking for integrating edtech innovations, (c) became aware of the voices and influencers within the ecosystem, and (d) learned about edtech startup development processes. Startups (a) learned how their edtech products would work (or not) in teachers’ classrooms, (b) explored how to penetrate the K-12 market, and (c) generated ways to gain interest of potential users. This study illustrates value in broadening an ecological perspective on educators’ work toward technology innovation and integration in school classrooms to consider edtech innovators and their innovations. The discussion suggests edtech learning in teacher education and professional learning can push farther than program wide and program deep in university and K-12 contexts to include experiences in the broader edtech ecosystem.
Teacher educators understand that the preparation of teachers needs to be rooted in the practice of teaching. This understanding, paired with the advancement in digital technologies capable of delivering practice-based teaching experiences, requires that those charged with preparing teachers consider how to best to position these technologies within their programs. This article positions virtual field experience platforms as on-ramps to professional practice and provides guidance for examining the features and capabilities of such platforms to inform their selection and use within teacher preparation programs.