Abstract

This design-based research is based on three related problems: teacher education programs are not providing every pre-service teacher with relevant opportunities to experience learning in technology-rich collaborative learning environments; teacher education programs are not supporting every pre-service teacher in developing as a designer of technology enabled learning experiences, both on campus and in practicum; and faculty members who teach in teacher education programs are not all adequately prepared to provide their student teachers with the technology enabled learning experiences needed for today and for the future. This study provides a deep and detailed analysis of a provincial context that also contributes to a better understanding of the complexities and challenges in teacher education from a Canadian perspective. Participants included teacher candidates, teacher educators, government education consultants, school administration, an educational technology consultant, a cooperating teacher and class observations in a stand-alone ICT course in a teacher education program. Findings from this study were distilled into seven major themes. Overall, teacher education programs are called upon to be responsive to the students in their programs if change in education is going to be effective. This study calls for systemic change supported by all stakeholders involved in teacher education.

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