The use of technology in education has been seen as having great potential to change the process of teaching and learning. Today with the increase of computers and applications in schools, one of the issues worldwide is how to design the courses for preservice teachers to teach with technology. However, research evidence shows that even though teacher educators have developed the courses on the pedagogical use of technology, teachers still lack the skills  to successfully teach with technology (Koehler, Mishra and Yahya 2007).

Previous studies have shown that the failure to prepare teachers to teach with technology can be attributed to the following factors. First, some courses were narrowly focused on the use of technology. According to Angeli and Valanides (2016), courses on teaching methods and content are usually taught in complete isolation from the teaching of technology courses, which promotes the development of a highly fragmented body of teacher knowledge. As Koehler and Mishra(2008) proposed the term technological pedagogical content knowledge(TPACK) as a "Total PACKage", teacher educators need to teach technology integration to preservice teachers in a thoughtful and deliberate way. Second, the technologies used in most courses were focused on technologies for teaching (e.g. video, PowerPoint, interactive whiteboard) that could be used as an extension of traditional teaching methods. Mouza (2016) identified four types of emerging technologies that support (a) learning to understand and create; (b)learning by collaborating; (c)anytime, anyplace learning; and (d)learning by gaming and suggested that these have potential to significantly impact teaching and learning processes and outcomes. Now that the focus of educational technology is shifting from tools for how we teach to how students learn, teacher educators need to design the course to help preservice teachers teach effectively with emerging technologies. Third, there is not enough time for preservice teachers to practice teaching with ICT. Most of teacher educators in Japan only engage preservice teachers in micro-teaching, team-teaching, or practice teaching by a team representative within a course due to the large number of enrolled preservice teachers. According to Terashima et al. (2016), preservice teachers who did the micro-teaching gained more confidence in using ICT and improved their lesson plan more than those who did not.

In this study, we design a course for preservice teachers to teach with emerging technologies, analyze how they learn, and get feedback on what supports are helpful for them.

The participants were 26 preservice teachers enrolled in a 14-week course called "Theories and Methods of ICT Practice". The course consisted of four phases, including (1) lectures, (2) learning by design and teaching simulation, (3) practice teaching and collaborative reflection, and (4) a final report. In the first phase, based on the types of emerging technologies proposed by Mouza (2016), we introduced the following four applications in each lecture: (a) LoiloNote (an application for collaborative learning), (b) Momotarō Dentetsu education edition (an educational board game), (c) Minecraft education (a game-based platform for creative learning), and (d) MESH (a tool for learning the basics of programming). In each lecture, we introduced one application and illustrated how these tools can enhance student learning with examples from other teachers' classroom practice. After each lecture, the preservice teachers were given a writing assignment to think about how the application they had learned about today could be used in specific subjects. In a second phase, each preservice teacher then selected a tool to use, prepared a lesson plan and conducted a teaching simulation with their peers using the same tool. Thirdly, they carried out a practice lesson in small groups (4-8 preservice teachers), reflected together on the effectiveness of the use of ICT after the lesson and submitted a reflective writing on the lesson. Finally, the preservice teachers were given an assignment to reflect on their own lesson using the recorded video and what they had learned during the course. Both qualitative and quantitative data were collected. For qualitative data, we collected (a) weekly writing assignments on technology integration, (b) lesson plans and video recordings of practice lessons, (c) reports. We analyzed them through thematic analysis using QDM software to examine how the preservice teachers learned through the course. For quantitative data, (d) a short questionnaire was administered at the end of the course. The questionnaire items consisted of the TPACK self-efficacy (four-point Likert type scale) with reference to Yurdakul et al. (2012) and Terashima et al.(2016), how helpful the content of each phase of the course was in learning technology integration, and how they viewed the video recordings. These data were used to examine how successful the course was and what needed to be improved.

Descriptive statistics revealed that the TPACK self-efficacy scores were generally positive after completion of the course. Items to which all the preservice teachers responded positively were identifying topics in which ICT counts (M=3.65, SD=0.49) and infusing TK, PK, CK to deliver an effective lesson (M=3.62, SD=0.50). Although generally positive, the items that received negative responses from a few preservice teachers were related to designing classroom activities to enrich the teaching and learning process(M=3.36, SD=0.63), implementing effective classroom management(M=3.31, SD=0.68), applying instructional approaches and methods appropriate to individual differences(M=3.27, SD=0.72), troubleshooting problems that may arise during instruction(M=3.04, SD=0.82). Most of the preservice teachers responded that every phase of the course was helpful in integrating and commented that it was especially helpful to receive feedback on their own teaching from peers, to participate as a student in others' classes, and to watch their own teaching video. Analysis of the qualitative data revealed that preservice teachers learned to (a) carefully consider the appropriate combination of subject topics and learning activities with ICT to enhance student learning, (b) distinguish between activities in which ICT can and cannot enrich student learning, (c)consider how best to blend play and learning in educational games, (d) carefully structure the learning environment so that they can provide personalized instruction, and (e)prepare themselves for the inevitable malfunctions of the tools that will occur in the classroom. However, some preservice teachers in this study had difficulty adequately planning their instruction, suggesting the need to prepare supports such as the metacognitive self-questioning embedded in TPACK suggested by Kramarski and Michalsky(2010). In addition, some of them commented on how we filmed the video, suggesting the need to focus on the students's PC screen for doing effective lesson reflection.

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