Volume 23  Issue 1   [2023]

This introductory editorial is a brief explanation of the history that led to the special issue of Contemporary Issues in Technology and Teacher Education – General Section. It discusses the difference between technology infusion and technology integration. It then expands on Foulger’s (2000) four pillars to a technology-infused teacher preparation program, and the special issue includes four articles that individually examine each pillar. These pillars include the following: (a) technology integrated curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy. Written by 19 authors who are considered experts in the field of educational technology, this special issue offers practical guidance and recommendations to assist teacher educators with program development that supports technology infusion and prepares preservice teachers and in-service teachers to use technology effectively.

In this article, the authors discuss technology integration curriculum in teacher preparation programs, focusing on key elements of both the curriculum and curriculum development process. Specifically, they highlight the need to develop a coherent teacher preparation program founded on shared values and practices and responsive to change. When considering technology in the teacher preparation curriculum, this means integrating technology content and practices throughout the program. Research is discussed on the efficacy of touchpoints, or opportunities for integrating technology in the teacher preparation curriculum, including technology-focused and subject-specific courses and opportunities for practicing teaching with technology in field experiences. Finally, key elements of a technology infusion approach are highlighted and program design incorporating a continuous, collaborative process is suggested to support ongoing improvements to effective technology infusion.

Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model technology use in various settings. Our research utilized an integrative literature review methodology to establish search and inclusion criteria. The authors initially screened 674 papers published between 2012 to 2022. A secondary review included 65 articles for full-text analysis. Results show that ample empirical evidence demonstrates the positive impacts of modeling while simultaneously emphasizing that modeling alone is not enough. Furthermore, there are quantitative and qualitative disparities in the modeling practices of faculty and cooperating teachers. Overall, the literature review underscores the need for a more intentional approach to designing learning experiences that model technology integration. The authors summarize a review of literature as research-based design principles, implementation strategies, and competencies teacher educators need to be excellent at modeling. The design suggestions will be helpful for program designers, teacher educators, and those supporting field experiences who wish to contribute to building technology-infused teacher preparation programs.

The third pillar of technology infusion is practice, providing numerous opportunities in multiple settings for teacher candidates to practice teaching with technology and to reflect on their experiences. Drawing from sociocultural theories of learning and change, this article offers a theoretical justification of this pillar and unpacks how infusing practice-based technology preparation will improve new teachers’ ability to use technology in their classrooms. The authors discuss multiple types of practice, both in the teacher education courses and in K-12 field experiences. They argue that teacher preparation programs have been shifting to practice-based approaches for over a decade. However, not all preparation programs have adopted practice-based approaches that support the vision of a technology infusion approach. The article concludes with a discussion of design recommendations for practice elements of technology-infused programs needed for success.

This article focuses on factors related to supporting the development of teacher candidates’ self-efficacy as critical components in designing technology-infused teacher preparation programs. Through a synthesis of relevant literature, the authors present information about elements influencing teacher self-efficacy in technology integration (TSEinTI) such as environments, attitudes, beliefs, intentions, support, policies, and resources. Findings describe the connection of TSEinTI to the experiences in teacher preparation programs through which teacher candidates gain the necessary knowledge, skills, and dispositions to enable the successful integration of technology in their future classrooms. Additionally, findings reveal the influence of program culture that can support teacher candidates’ growth as they progress through a technology-infused approach to teacher preparation. The authors summarize recommendations for teacher preparation programs in the context of designing program-wide and program-deep technology-infused experiences to support the growth of candidates’ teacher self-efficacy in technology integration.

In this concluding editorial, the editors summarize design considerations, as presented by the coauthors of the articles in this special issue, for the four pillars of a technology-infused teacher preparation program: (a) technology integration curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy. They then offer additional, practical suggestions on how to initiate technology infusion in preparation programs and briefly discuss an adoption process to influence change toward an infused-technology approach that involves higher education, PK-12, and other stakeholders.