{"id":8488,"date":"2019-05-21T14:37:14","date_gmt":"2019-05-21T14:37:14","guid":{"rendered":"https:\/\/citejournal.org\/\/\/"},"modified":"2019-08-30T20:12:49","modified_gmt":"2019-08-30T20:12:49","slug":"research-methods-for-the-people-by-the-people-of-the-people-using-a-highly-collaborative-multimethod-approach-to-promote-change","status":"publish","type":"post","link":"https:\/\/citejournal.org\/volume-19\/issue-2-19\/general\/research-methods-for-the-people-by-the-people-of-the-people-using-a-highly-collaborative-multimethod-approach-to-promote-change","title":{"rendered":"Research Methods for the People, by the People, of the People: Using a Highly Collaborative, Multimethod Approach to Promote Change"},"content":{"rendered":"\n
<\/strong><\/p>\n\n\n\n The theory and practice of preparing\nteacher candidates to teach with technology is inconsistent at best and\nineffective at worst (Angeli & Valanides, 2009; Ertmer &\nOttenbreit-Leftwich, 2010; Tondeur, Roblin, van Braak, Fisser, & Voogt,\n2013). Some researchers have noted that\nthe quantity and quality of technology experiences that teacher candidates\nencounter during their preparation programs influence their adoption of\ntechnology (Agyei & Voogt, 2011; Tondeur et al., 2012), while others have\nidentified a gap between what teacher candidates are taught in preparation\ncourses and how PK\u201312 teachers are actually using technology in classrooms\n(Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010; Tondeur et al.,\n2012). <\/p>\n\n\n\n To address\nthis gap, the ways teacher candidates are being prepared to integrate\ntechnology within the context of their preparation programs must be continually\nexamined. Those who are preparing teacher candidates \u2014 teacher educators \u2014 must\nbegin to examine and reflect on their own practices to determine whether they\nare, indeed, designing and modeling instructional opportunities that are\npreparing teacher candidates to use technology effectively in PK\u201312 classrooms.\n<\/p>\n\n\n\n The U.S.\nDepartment of Education (2017) has highlighted this concern, as well, and has\ncalled for teacher certification programs to devise methods that address a\ntechnology integration curriculum in a program-deep, program-wide manner. The\nchallenge, then, becomes determining what technology knowledge and skills all<\/em>\nteacher educators would need in order to design high-quality technology\nexperiences for teacher candidates in their courses.<\/p>\n\n\n\n With a goal of building consensus in the field of teacher education, our research team embarked on an 18-month journey to bring focus and intentionality to efforts that prepare teacher candidates to use technology for teaching and learning. This research process solicited ideas from national and international experts on technology competencies that all teacher educators should use and were presented to the field for further comment and refinement all while being guided by an expert review panel. <\/p>\n\n\n\n