article · Cogent Education
Technology integration in teacher education offers educators broader choices for developing pioneering pedagogical strategies, but identifying the necessary support mechanisms remains a subject of ongoing debate. Providing adequate support when adopting classroom technology directly influences instructional efficacy and subsequent student learning outcomes. However, previous studies in teacher professional development have often failed to capture real-time experiences during pedagogical training. Adopting a qualitative and interpretive approach guided by Vygotsky's social constructivist framework, this investigation examines the support requirements within teacher professional development initiatives. The results indicate that integrating technology into teaching methodologies relies on a complex system of support. To successfully build technical competencies and implement innovative teaching strategies, educators require continuous and proactive support throughout their professional development.
Integrating digital tools into teaching is vital for modern education, yet teachers often encounter difficulties without adequate assistance. Demonstrating the necessity of continuous and proactive support helps institutions design more effective professional development programmes. In turn, equipping educators with stronger technical competencies improves instructional quality and enhances learning outcomes for students.
These findings could inform the design of teacher training curricula and support packages created by educational technology providers and training organisations. However, the abstract describes early-stage qualitative research examining support prerequisites, rather than a tested commercial intervention or software tool. Direct commercial deployment remains distant and would require developing and validating structured training programmes or service models based on these insights.
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AbstractThe utilization of technology in the realm of teacher education has witnessed a burgeoning popularity, affording educators a broader spectrum of choices in formulating pioneering pedagogical strategies. Nevertheless, the pragmatic implications arising from the integration of technology have persisted in giving rise to contentious deliberations concerning the requisite support mechanisms necessary for the seamless technology integration in instructional methodologies. One prevailing conjecture posits that the provision of support to educators in technology integration into instructional processes may exert a pivotal influence on the efficacy of the intended instructional practices and, consequently, the ensuing learning outcomes. Extant scholarly inquiry within the domain of teacher professional development has, however, somewhat fallen short in capturing real-time occurrences within the pedagogical training of teachers. This research explores how educators are supported in integrating technology into instructional practices, using Vygotsky’s social constructivist ideology to examine the necessary support prerequisites for teacher professional development programs. The research adopts a qualitative and interpretive research approach, in which the findings to research question revealed a complex support mechanism for integrating technology into instructional practices. The findings highlight the importance of continuous and proactive support for educators to enhance their technical competencies for innovative strategies.
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DOI: 10.1080/2331186x.2023.2298607
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