Teaching competencies for technology integration in the classroom

TLDR

There is growing interest in integrating technology into classrooms, prompting initiatives to develop in‑service teacher training. The study aims to systematize findings from numerous studies on teacher training for technology integration, focusing on domains and competencies. The authors reviewed a large selection of studies and organized their results into domains and competencies relevant to technology integration training. They identified six domains—instrumental/technological, pedagogical/curricular, didactic/methodological, evaluative/investigative, communicational/relational, and personal/attitudinal—each with associated teaching competencies, forming the basis for a technology integration training model.

Abstract

Abstract There is growing interest in the integration of technology into the classroom. A range of initiatives have been launched to develop in‐service teacher training processes that will strengthen this integration. In the present paper, we systematize the findings of a large selection of studies on this topic, focusing on domains and competencies linked to teacher training propositions for technology integration. Our main result is the presentation of six such domains that have been proposed in the existing literature: instrumental/technological, pedagogical/curricular, didactic/methodological, evaluative/investigative, communicational/relational and personal/attitudinal. A set of teaching competencies for each domain is also identified. These domains and competencies together form the bases for creating a technology integration training model.