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Instructional Design and Technology in Teacher Education Programs

IDT 7052 Fall 2014
Dr. Clif Mims
Project 2 Research Synthesis
Billie Young
bjyoung1@memphis.edu

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Instructional Design and Technology in Teacher Education Programs
The purpose of a Teacher Education Program is to prepare the teacher candidates for a
successful career as a teacher. With more one-to-one laptop programs in K-12 education,
digital students are ready to learn using technology. A technology rich Teacher Education
Program is necessary for these technology rich schools. The teacher candidates
discovered collaboration and problem solving opportunities improved when students
have access to laptops and teachers are trained to integrate technology tools into their
curriculum (Donovan & Green, 2009).
During a ten-year study done by Betrus (2012) undergraduate pre-service technology
courses were studied. It was found that from 2000 to 2010 the introductory technology
classes decreased from 80% to 64%. This was due to schools integrating technology into
other coursework. By 2010 the appearance of Web 2.0, Wikis, Blogs, Podcasts, and
Social Networking had brought about dynamic change. Other changes around 2010 were
Web Pages, SMART Boards, and Instructional Games, which were taught in most
courses. These technology courses proved to be dynamic for pre-service teachers along
with the 2010 rapid technology changes that occurred.
As the educational environment increased its use of technology, teacher education
programs developed courses to teach pre-service teachers how to integrate technology as
a means of enhancing teaching and learning. Teachers not only needed to have
technology skills, but also needed to understand the pedagogical role of technology in
education. If teachers have the proper training, they will promote learning and use
technology with their students. Technology should be a tool that improves instruction and
should not be taught in isolation. Teachers needed technology support in the same
learning environment as the technology. A Performance Support System (PSS) can be
utilized to support instructional activities to promote the pre-service teachers
comprehension of the integration of technology. The PSS or EPSS can provide just in
time training support for educators (Kalota & Hung, 2013).
Young, Young, and Hamilton (2013) suggest that adequate service be provided to the
growing population of digital natives. All teachers should receive instruction on digital
technology integration in the classroom. Technological, pedagogical and content
knowledge (TPACK) should be considered in the redesign of pre-service teacher
preparation programs. TPACK would provide empirical evidence to confirm and support
or refute teacher technology practices. TPACK suggested that current approaches are
effective but need refining to increase the depth of instruction.

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References
Betrus, A. (2012). Historical evolution of instructional technology in teacher education
programs: A ten-year update. Techtrends: Linking Research & Practice To Improve
Learning, 56(5), 42-45.
Donovan, L., & Green, T. (2009). Two-way mirror: Technology-rich K-8 and teacher
education programs. Action In Teacher Education, 30(4), 45-55.
Kalota, F., & Hung, W. (2013). Instructional effects of a performance support system
designed to guide preservice teachers in developing technology integration strategies.
British Journal Of Educational Technology, 44(3), 442-452.
Young, J. R., Young, J. L., & Hamilton, C. (2013). The use of confidence intervals as a
meta-analytic lens to summarize the effects of teacher education technology courses on
preservice teacher TPACK. Journal Of Research On Technology In Education
(International Society For Technology In Education), 46(2), 149-172.