Shaping the Future: developing a model for increased digital proficiency in teacher educators

This paper explores an ongoing research project at an Australian graduate school of education. The research sought to develop the digital capabilities of teacher educators as they work to prepare teacher candidates (TCs) for their professional teaching role in schools. The graduate school of education at this institution has sought to develop the skills, both pedagogical and technical, of its academic teaching staff to meet the needs of their TCs. This research sought to support increased, diverse and sustained use of digital technologies in one education faculty. A model of academic support was trialed and explored for its impact on academics’ willingness to integrate DTs. The model was developed from investigation into relevant literature. This model continues to evolve through ongoing analysis throughout the project and currently comprises: structured as well as on-demand support from the Digital Learning Leader (DLL); one-to-one support meeting; at-desk support; co-teaching in class; modelled teaching in-class; individual goal setting with the DLL; written reflections submitted on progress and further needs; formal (planned meetings) and informal (coffee-shop conversations) peer-support; provision of resources, literature and lesson planning ideas matched to each person’s learning goal. This qualitative research has provided insight into the types of support and interactions that are perceived to have benefitted the learning of digital and pedagogical skills. Academics felt that they benefitted from a combination of personal, group and teaching support, both from the DLL and from their peers. There appears to be a need to focus on ‘sharing your learning’[3] and ‘one to one learning’ aspects of the proposed model. Support may need to include an iterative component that offers ongoing support throughout the learning. Ongoing, iterative support for participants may provide a digital-learning support structure that could aid academics to maintain currency in the every-changing landscape of digital technology. This may include regular meeting times, peer mentoring structures or online training developed to meet emerging needs.