Résumés
Abstract
In light of lessons learned from online teaching during the pandemic in 2020 and the rapid advancement of educational technologies, greater attention has been directed toward how teachers are being prepared for future classrooms. In teacher education programs, two main models exist to promote the digital competence of teacher candidates (TCs): (a) specialized, stand-alone courses on educational technology, and (b) an infused model in which digital skills are integrated into other courses. We conducted an environmental scan of educational technology courses in teacher education programs across Ontario between April and August of 2024 to explore the models adopted for preparing TCs. The findings show that 14 out of 16 Primary/Junior programs, 9 out of 12 Junior/Intermediate programs, and 9 out of 15 Intermediate/Senior programs, offer stand-alone courses on educational technology, most of which are mandatory. This reliance on stand-alone courses demonstrates an attention to technology training for TCs. However, a potential limitation lies in that most programs rely on only one course. To obtain detailed insights, we also conducted a thematic analysis of the course descriptions, highlighting areas of strength and those needing improvement. This study informs teacher education programs and researchers on future opportunities to develop TCs’ digital competence.
Keywords:
- educational technology,
- stand-alone courses,
- teacher education,
- technology infusion
Résumé
À la lumière des enseignements tirés de l’enseignement en ligne pendant la pandémie de 2020 et des avancées rapides des technologies éducatives, une attention accrue a été accordée à la manière dont les personnes enseignantes sont préparées aux classes de demain. Dans les programmes de formation des personnes enseignantes, deux modèles principaux existent pour promouvoir les compétences numériques des personnes étudiantes en formation à l’enseignement : (a) des cours spécialisés et indépendants sur les technologies éducatives, et (b) un modèle intégré dans lequel les compétences numériques sont intégrées à d'autres cours. Nous avons procédé à une analyse de l’environnement des cours de technologie éducative dispensés dans les programmes de formation des personnes enseignantes en Ontario entre avril et août 2024 afin d’examiner les modèles adoptés pour la préparation des personnes étudiantes en formation à l’enseignement. Les résultats montrent que 14 des 16 programmes Primary/Junior, 9 des 12 programmes Junior/Intermediate et 9 des 15 programmes Intermediate/Senior proposent des cours indépendantes sur les technologies éducatives, dont la plupart sont obligatoires. Ce recours à des cours indépendants témoigne de l’importance accordée à la formation technologique des personnes étudiantes en formation à l’enseignement. Cependant, le fait que la plupart des programmes ne proposent qu’un seul cours constitue une limite potentielle. Afin d’obtenir des informations détaillées, nous avons également procédé à une analyse thématique des descriptions des cours, mettant en évidence les points forts et les domaines à améliorer. Cette étude informe les programmes de formation à l’enseignement et les personnes chercheuses sur les possibilités futures de développer les compétences numériques des personnes étudiantes en formation à l’enseignement.
Mots-clés :
- cours spécialisés,
- formation des personnes enseignantes,
- intégration de la technologie,
- technologie éducative
Parties annexes
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