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Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach

ABSTRACT: How to improve and what should be carried out for pre-service teachers’ technological competencies for teaching purposes is still an important issue on the agenda of the higher education field. In light of this, we aimed to reflect the individual and collective technology integration knowledge and skills construction process of pre-service early childhood education teachers with democratic participation. We utilized the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course. The participants in this study were 52 sophomore pre-service teachers in the early childhood education department. We collected the data from various sources such as interviews, portfolios, researchers’ field notes, e-mails, online course evaluation form. We carried out the thematic analysis method to analyze the data. The findings indicated that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of pre-service early childhood teachers' technology integration knowledge and skills. As a result, the praxeological approach used in instructional technologies courses in teacher education programs leads to a crucial digital transformation to be ready to become future teachers.

Supplementary Information

The online version contains supplementary material available at 10.1186/s41239-022-00344-8.

SUBMITTER: Kulaksız T

PROVIDER: S-EPMC9331027 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:This is the introductory article for the special issue "Technology-related knowledge, skills, and attitudes of pre- and in-service teachers". It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers' technology-related KSA. To this end, we introduce the concept of augmentation strategies.

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Project description:Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-022-11123-3.

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