Preparing Elementary Preservice Teachers to Integrate Information and Communications Technology in Teaching and Learning: Exploring the Intended, Enacted, and Experienced Curriculum
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The goal of this case study was to understand and identify the supporting factors to prepare elementary preservice teachers to integrate information and communication technology (ICT) in teaching and learning. My interest in examining these factors lies within the context of the intended (what the University and/or Faculty of Education planned to do), enacted (what course instructors did to prepare and deliver their courses), and experienced (what preservice teachers reported that they learned) curriculum. Data were collected from 16 stakeholders associated with a Bachelor of Education program (primary/junior level) at a large Canadian university. Data collection included interviews with three participant groups (university administrators, course instructors, and elementary preservice teachers), researcher observations, and document analysis. The results of the qualitative analysis indicated that four key supporting factors for the integration of ICT in teaching and learning existed: Strategic curriculum, standardized technology, blended learning, and integrated learning. Findings further suggested that TPACK (Mishra & Koehler, 2006) might be envisioned as a prescriptive, rather than just a descriptive model, offering a preliminary look at effective processes to prepare preservice teachers. Finally, the results suggested that three key theoretical models: Ertmer’s (1999) First and Second Order Barriers to Technology Integration, Puentedura’s (2006, 2009) Substitution, Augmentation, Modification, and Redefinition (SAMR) framework, and Mishra and Koehler’s (2006) TPACK model, might be best used in conjunction with one another to effectively prepare preservice teachers to integrate ICT in teaching and learning. Theoretical and practical implications, as well as limitations associated with this case study are discussed.