Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

Heleen Becuwe, Natalie Pareja Roblin, Jo Tondeur, Jeroen Thys, Els Castelein, Joke Voogt

Abstract


Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of TeDTs, conditions at both team and institutional levels have to be taken into account. However, there is little consensus among stakeholders about which of these conditions are of highest priority. Most studies present priority or critical conditions from the viewpoint of just one group (e.g., school leaders). A Delphi study was set up aiming at synthesising the knowledge and views of various stakeholders about the conditions for the successful implementation of TeDTs for ICT integration. Consensus about the importance of ten conditions was reached in the entire sample after three rounds. These conditions include a long-term vision, trust, ownership, time and supportive institutional policies.

Keywords


Professional development; curriculum development; ICT-integration; Teacher Design Team

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DOI: https://doi.org/10.14742/ajet.2789