Preparing the next generation for technology integration in education: A teacher educators' perspective

Teachers are challenged with new ways of teaching in digital age. Few studies have examined the impact of teacher educators’ ICT characteristics and support they provide to prepare future teachers for ICT integration. Aim of this mixed-method study was to explore both the ICT profile of teacher educators based on their attitudes towards ICT, their ICT competencies and the support they provide to their student teachers. Participants were 44 teacher educators in a medium-sized state university in Turkey. Data analysis conducted at micro and meso levels of the SQD model on preparing pre-service teachers to integrate technology in education. Findings indicate high level positive attitude towards technology, yet a cautious stance towards educational change. Teacher educators’ ICT competency in educational settings indicates high level competency but less efficiency in using ICTs for classroom teaching. Results also indicate positive relationship among attitude towards technology, competencies for ICT use, and ICT use for teaching. Qualitative findings are interpreted for using teacher educators as role models, reflecting on attitudes about technology’s role in education, learning technology by design, collaborating with peers, scaffolding authentic technology experiences, continuous feedback, technology planning and leadership, cooperation at institutional level, staff development, and access to resources. Technology