Promoting Change with Technology in Teacher Education: Methodological Decisions for Using a Highly-Collaborative, Multimethod Research Approach
Denise Crawford, Iowa State University, United States ; Teresa Foulger, Arizona State University, United States ; Kevin Graziana, Nevada State College, United States ; David Slykhuis, University of Northern Colorado, United States
CITE Journal Volume 19, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article highlights the highly collaborative, multimethod research approach used to develop the Teacher Educator Technology Competencies (TETCs): a specific list of knowledge, skills, and attitudes, developed with input from many teacher educators in the field, to help guide the professional development of teacher educators who strive to be more competent in the integration of technology. The purpose of this article is to describe and critique the sequence of three different collaborative research approaches (crowdsourcing, Delphi, and public comment) used by the TETC research team to gather critical opinions and input from a variety of stakeholders. Researchers who desire large-scale adoption of their research outcomes may consider the multimethod approach described in this article to be useful.
Crawford, D., Foulger, T., Graziana, K. & Slykhuis, D. (2019). Promoting Change with Technology in Teacher Education: Methodological Decisions for Using a Highly-Collaborative, Multimethod Research Approach. Contemporary Issues in Technology and Teacher Education, 19(2), 240-255. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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