Mediating Factors That Influence the Technology-Integration Practices of Teacher Educators

• In Event: 64.069 - Pressing Forward: Innovations and Deep Study

Abstract

In light of a recent push from the main US accreditation organization for teacher education to embed technology across the curriculum, this study explores the technology integration behaviors and competencies of teacher educators. Based on a sample of 806 teacher educators, structural equation modeling is used to identify the mediating factors that influence TPACK and the implementation of the ISTE standards across numerous subject-area contexts. The findings reveal that both TPACK and ISTE standard alignment differ across subject areas, and that experience slightly influences the adoption of the ISTE standards. Additionally, TPACK is a strong predictor of ISTE standard alignment and both technology knowledge and institutional support serve important roles as mediators, with both predicting TPACK and ISTE standard alignment.

Authors

• Michael Jay Nelson, Oregon State University

• Rick J. Voithofer, The Ohio State University

• Shonn Sheng-Lun Cheng, Virginia Commonwealth University