Main Content
Session Information
10 SES 17 A, The ITELab Project; Co-Designing, Developing, and Testing Innovative, Pedagogy-Driven ICT Usage in Initial Teacher Education
Symposium
Contribution
As described in the previous papers, the ITELab project offers an innovative approach to fostering digital competencies of preservice teachers on a European level – a research desideratum which has been pointed out by related research repeatedly (Enochsson & Rizza, 2009; Krumsvik, 2014; Tondeur et al., 2015). The materials developed in the project for this purpose are being tested in two major pilot phases across Europe in 2018 and 2019 with an aspired number of approx. 5000 preservice teachers as participants, and the implementations are monitored and evaluated to systematically assess the success of the pilots. Against this background, this paper will introduce the evaluation objectives and methodology and discuss first results from the two pilots. In favor of a systematic approach, two research questions guide the ITELab evaluation. The first question focusses on the feasibility and usefulness of the materials developed, e.g. in terms of their trans-national applicability and their relevance for the preservice teachers’ future careers, while the second question is about the pedagogical quality and effectiveness of materials. To explore these aspects, a mixed methods approach is applied throughout the project, combining different quantitative and qualitative questionnaires and focus group interviews, which were designed and analyzed in accordance with related literature (e.g., Krueger & Casey, 2015; Litosseliti, 2003; Mayring, 2015). Central references for the evaluation of pedagogical effectiveness include the DigCompEdu framework (Redecker, 2017) and the TET-Sat (Technology-Enhanced Teaching Self-assessment tool). With regards to the research questions, the paper will introduce results on the feasibility and usefulness of the ITELab materials, and on the learning achievements and competency developments participants displayed in the studies. Beyond the research questions outlined, outcomes described in the paper will also refer to the role of evaluation as a facilitator for improvement of the ITELab materials, as the iterative design circle which guides the development of materials builds on findings from the evaluation. The focus group interview results in particular open up perspectives on potential for improvement and on the experiences that preservice teachers made in the pilot phases. Ultimately, the evaluation helps answer the question in how far the ITELab project succeeded in fostering European preservice teachers’ digital competencies collaboratively and innovatively and what can be learned from the experience also for related contexts and future studies in this important field.
References
Enochsson, A., & Rizza, C. (2009). ICT in Initial Teacher Training: Research Review. OECD Education Working Papers, No. 38. OECD Publishing. Krueger, R. A., & Casey, M. A. (2015). Focus Groups. A Practical Guide for Applied Research. Los Angeles, London, New Delhi, Singapore, Washington D.C.: Sage. Krumsvik, R. J. (2014). Teacher Educators' Digital Competence. Scandinavian Journal of Educational Research, 58(3), 269-280. Litosseliti, L. (2003). Using Focus Groups in Research. London, New York: continuum. Mayring, P. (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken. 12th ed. Weinheim & Basel: Beltz. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). Luxembourg: Publications Office of the European Union. Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2015). Developing a validated instrument to measure preservice teachers‘ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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