A self-study of an inter-university partnership to integrate technology into instruction

Abstract

ABSTRACT This study examines an initial attempt of two literacy and educational technology teacher educators to establish an inter-university partnership among 58 teacher candidates learning to integrate educational technology to support literacy instruction by creating an online professional learning community. This study uses self-study as a form of inquiry to examine teacher candidates’ perceptions about the collaborative model and their use of technology integration. Findings focus on teacher educator experiences and teacher candidates’ integrating technology into instructional planning. Teacher educator themes centre on the importance of synchronising planning and devising strategies to garner participation between members of an inter-university partnership. Teacher candidate themes illustrate how empathy for others’ learning can increase technological self-efficacy and strategies when using an online space to share technology integration experiences. This study provides teacher educators with strategies to establish an inter-university partnership aimed at exploring apps to design instruction.