Claire Lloyd School of Education, Coleg Llandrillo, Claire Lloyd School of Education, Coleg Llandrillo, Introduction Trainee teachers in the lifelong learning sector are expected to engage with technology during their initial teacher training in order to better support student learning. Evidence suggests that many trainee teachers do not have sufficient technological knowledge and skills to do this (Jordan 2011). Building on Shulman’s (1986) construct of Pedagogical Content Knowledge (PCK), Koehler & Mishra (2009) describe a framework for technology integration called Technological Pedagogical and Content Knowledge (originally TPCK, now known as TPACK). The TPACK framework identifies the knowledge teachers should have to effectively integrate learning technology into their practice. As teacher trainers, the question then becomes: “How can we support this integration through our training programmes?” With this question in mind, we decided to use the TPACK framework to evaluate trainee teachers’ technological, pedagogical and content knowledge at the end of a teacher training programme. Introduction Trainee teachers in the lifelong learning sector are expected to engage with technology during their initial teacher training in order to better support student learning. Evidence suggests that many trainee teachers do not have sufficient technological knowledge and skills to do this (Jordan 2011). Building on Shulman’s (1986) construct of Pedagogical Content Knowledge (PCK), Koehler & Mishra (2009) describe a framework for technology integration called Technological Pedagogical and Content Knowledge (originally TPCK, now known as TPACK). The TPACK framework identifies the knowledge teachers should have to effectively integrate learning technology into their practice. As teacher trainers, the question then becomes: “How can we support this integration through our training programmes?” With this question in mind, we decided to use the TPACK framework to evaluate trainee teachers’ technological, pedagogical and content knowledge at the end of a teacher training programme. Method An online questionnaire was designed and sent to trainee teachers in the second year of a post-16 initial teacher training course. The questionnaire included; A survey instrument devised by Schmidt et al (2009) to measure trainees’ perceptions of their technological knowledge and skills Questions about the learning technology tools trainee teachers were using in their practice (Based on the UKISA 2014 National Survey of Technology Enhanced Learning for Higher Education in the UK.) An evaluation of how effective trainee teachers felt the training course was in supporting them to effectively integrate learning technology into their practice. These were based on Tondeur et al’s (2001) key themes for content and delivery methods that prepare trainee teachers to integrate technology into their future classrooms. Method An online questionnaire was designed and sent to trainee teachers in the second year of a post-16 initial teacher training course. The questionnaire included; A survey instrument devised by Schmidt et al (2009) to measure trainees’ perceptions of their technological knowledge and skills Questions about the learning technology tools trainee teachers were using in their practice (Based on the UKISA 2014 National Survey of Technology Enhanced Learning for Higher Education in the UK.) An evaluation of how effective trainee teachers felt the training course was in supporting them to effectively integrate learning technology into their practice. These were based on Tondeur et al’s (2001) key themes for content and delivery methods that prepare trainee teachers to integrate technology into their future classrooms. Course Restructuring Tondeur et al’s (2011) seven key themes provided a more holistic, systematic way of preparing trainee teachers to integrate technology into their lessons: Key theme 1: aligning theory and practice Key theme 2: using tutors as role models Key theme 3: reflecting on the role of technology Key theme 4: learning technology by design Key theme 5: collaborating with peers Key theme 6: scaffolding authentic technology experiences Key theme 7: moving from traditional assessment to continuous feedback Course Restructuring Tondeur et al’s (2011) seven key themes provided a more holistic, systematic way of preparing trainee teachers to integrate technology into their lessons: Key theme 1: aligning theory and practice Key theme 2: using tutors as role models Key theme 3: reflecting on the role of technology Key theme 4: learning technology by design Key theme 5: collaborating with peers Key theme 6: scaffolding authentic technology experiences Key theme 7: moving from traditional assessment to continuous feedback References Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana:. Computers & Education, 56, 91–100. Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51, 187–199. Jordan, C. (2011).Beginning teacher knowledge: Results from a self-assessed TPACK survey. Australian Educational Computing 26(1), Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9 (1), 60–70. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), Tondeur, J., et al., (2011) Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence, Computers & Education, (2001), 1-11 References Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana:. Computers & Education, 56, 91–100. Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51, 187–199. Jordan, C. (2011).Beginning teacher knowledge: Results from a self-assessed TPACK survey. Australian Educational Computing 26(1), Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9 (1), 60–70. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), Tondeur, J., et al., (2011) Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence, Computers & Education, (2001), 1-11 Robin Trangmar School of Education, Coleg Llandrillo, Robin Trangmar School of Education, Coleg Llandrillo, Preparing Trainee Teachers to Integrate Technology into Their Lessons Findings To Foster Trainees’ Use of Technology, we need to continue to: ˗ embed and demonstrate learning technology applications throughout the teacher training course, ˗ involve learning technology specialists in showing how technology can support pedagogical and content delivery, ˗ provide authentic learning technology experiences. We also need to give students more opportunities to apply their knowledge of learning technology within their teaching practice. Trainees’ Technological Knowledge (TK) needs further development. Could we require those entering teacher training to have a technology qualification (e.g. ECDL) in the same way as we expect literacy and numeracy proficiency? Could we provide more basic technology training during the course? Should we identify those with weak technology skills early and provide support? In relation to TCK and TPCK, we need to improve trainees’ ability to use technology in relation to their subject area. Create an individual, subject specific, Learning Technology Portfolio (Tondeur et al, 2011) to sit within their Professional Development Plan (or iPDP). Findings To Foster Trainees’ Use of Technology, we need to continue to: ˗ embed and demonstrate learning technology applications throughout the teacher training course, ˗ involve learning technology specialists in showing how technology can support pedagogical and content delivery, ˗ provide authentic learning technology experiences. We also need to give students more opportunities to apply their knowledge of learning technology within their teaching practice. Trainees’ Technological Knowledge (TK) needs further development. Could we require those entering teacher training to have a technology qualification (e.g. ECDL) in the same way as we expect literacy and numeracy proficiency? Could we provide more basic technology training during the course? Should we identify those with weak technology skills early and provide support? In relation to TCK and TPCK, we need to improve trainees’ ability to use technology in relation to their subject area. Create an individual, subject specific, Learning Technology Portfolio (Tondeur et al, 2011) to sit within their Professional Development Plan (or iPDP). “A crucial factor influencing new teachers’ adoption of technology is the quantity and quality of technology experiences in their teacher education programmes … Research continues to reveal that beginning teachers feel they are not well-prepared to effectively use technology in their classrooms” (Tondeur et al ;1) TPACK Built on the notion of a connection between 7 domains of knowledge: 3 knowledge structures Pedagogical Knowledge (PK) Content Knowledge (CK) Technological Knowledge (TK) the resulting intersecting of three pairs of knowledge Pedagogical Content Knowledge (PCK) Technological Content Knowledge (TCK) Technological Pedagogical Knowledge (TPK) and one triad Technological Pedagogical Content Knowledge (TPACK) TPACK Built on the notion of a connection between 7 domains of knowledge: 3 knowledge structures Pedagogical Knowledge (PK) Content Knowledge (CK) Technological Knowledge (TK) the resulting intersecting of three pairs of knowledge Pedagogical Content Knowledge (PCK) Technological Content Knowledge (TCK) Technological Pedagogical Knowledge (TPK) and one triad Technological Pedagogical Content Knowledge (TPACK) Excellent Practice Identified Providing tutor and peer support to design learning activities Creating opportunities to discuss and share technology practices and reflect on the role of technology in education Excellent Practice Identified Providing tutor and peer support to design learning activities Creating opportunities to discuss and share technology practices and reflect on the role of technology in education Image credit: Matthew Koehler