This study presents the results of a survey of 842 teacher educators at 541 different institutions across the 50 US states that examined the state and direction of technology integration preparation in accredited teacher education programs. Using both descriptive statistics and regression analysis the study provides a general description of the characteristics of these teacher educators, their Technological, Pedagogical, and Content Knowledge (TPACK) adoption, and the relationships between individual and institutional factors and their TPACK adoption. The results of the research show that TPACK adoption is generally low among these teacher educators and that there are multiple personal and institutional factors that influence TPACK adoption. The participants had a significant amount of both K12 and teacher education experience and had high levels of comfort with their technological knowledge. Factors that were shown to influence TPACK adoption included the highest degree offered at their institution, their self-rated TPACK score, and their individual adoption of the International Society for Teaching and Education (ISTE) standards. The results address implications for teacher educator professional development and program accreditation.
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Funding was funded by Ohio State University College of Education and Human Ecology (Grant: Seed Grant).
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Voithofer, R., Nelson, M.J., Han, G. et al. Factors that influence TPACK adoption by teacher educators in the US. Education Tech Research Dev 67, 1427–1453 (2019). https://doi.org/10.1007/s11423-019-09652-9
- Teacher educators
- Technology integration
- Teacher education