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Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

Nyarai Tunjera, Agnes Chigona
Copyright: © 2020 |Volume: 16 |Issue: 3 |Pages: 15
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799803492|DOI: 10.4018/IJICTE.2020070110
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MLA

Tunjera, Nyarai, and Agnes Chigona. "Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation." IJICTE vol.16, no.3 2020: pp.126-140. http://doi.org/10.4018/IJICTE.2020070110

APA

Tunjera, N. & Chigona, A. (2020). Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation. International Journal of Information and Communication Technology Education (IJICTE), 16(3), 126-140. http://doi.org/10.4018/IJICTE.2020070110

Chicago

Tunjera, Nyarai, and Agnes Chigona. "Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation," International Journal of Information and Communication Technology Education (IJICTE) 16, no.3: 126-140. http://doi.org/10.4018/IJICTE.2020070110

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Abstract

The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.