Teacher Educators' Technology Competencies and the Importance of Context

• In Event: Technology Considerations for the Preparation Preservice Teachers

Abstract

While research on how teachers' context shapes how they use technology in their teaching, only limited research explored similar questions with respect to teacher educators. Drawing on the recently proposed teacher educator technology competencies, we report results from a survey of 336 teacher educators about how their professional context relates to their self-reported technology competencies. Through the use of exploratory and confirmatory factor analysis, qualitative coding, and quantitative methods, we find teacher educators develop their competencies in a variety of ways and that assets and barriers present differently for teacher educators in different contexts. Findings have implications for how institutions support teacher educators integrate technology and how the teacher educator technology competencies are used in the educational technology field.

Authors

• Joshua Michael Rosenberg, The University of Tennessee - Knoxville

• Jeffrey Paul Carpenter, Elon University

• Enilda Jannet Romero-Hall, University of Tampa

• Aaron Kessler, Massachusetts Institute of Technology