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Best of Finland: Mapping support strategies for pre-service teachers’ ICT integration: SQD in Finland.
PROCEEDING

, , University of Eastern Finland, Finland ; , Windesheim University, Netherlands ; , Vrije Universiteit Brussel, Belgium ; , University of Eastern Finland, Finland ; , University of Oulu, Finland ; , , University of Eastern Finland, Finland

AACE Award

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study focuses on pre-service teachers’ experiences with the strategies used in teacher education to support their readiness to use Information and Communication Technology (ICT) for teaching and learning. The study is grounded in the SQD model by Tondeur et al. (2012). The SQD model defines six core strategies for supporting pre-service teachers’ readiness to use ICT in education. The study has several aims to analyze how well the SQD instrument works in the context of Finnish teacher education and to assess how pre-service teachers experience the use of the SQD strategies in Finnish teacher education. Secondary aims are to study possible differences between men and women and differences between two Finnish universities. The target group consists of cohorts of second year pre-service teachers (N=203) from two Finnish universities. Results indicate that the SQD instrument works well in the Finnish context. Results also indicate differences among support strategies used in teacher education and differences between universities in only one SQD area.

Citation

Valtonen, T., Hoang, N., Smits, A., Tondeur, J., Kukkonen, J., Laru, J., Kankaanpää, J. & Sointu, E. (2019). Best of Finland: Mapping support strategies for pre-service teachers’ ICT integration: SQD in Finland. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 676-683). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .