The Teacher Educator Technology Competencies (TETCs) were developed to support the redesign of teaching in teacher education programs so that ALL teacher educators are prepared to model and integrate technology in their teaching. Teacher candidates who receive consistent and appropriate experiences with technology throughout their teacher education programs will be more prepared to integrate technology into their own classrooms.
AACTE has recognized Teresa Foulger, Kevin Graziano, Denise Schmidt-Crawford and David Slykhuis as the recipients of the 2021 Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The recognition is for the development of the Teacher Educator Technology Competencies (TETCs) and for their efforts to broadly disseminate the TETCs to teacher educators.
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The TETCs represent diverse perspectives from an array of teacher educators, and were supported by the following organizations:
- The United States Department of Education Office of Educational Technology (US DoE)
- International Society of Technology in Education (ISTE)
- Society for Information Technology and Teacher Education (SITE)
- Council for the Accreditation of Educator Preparation (CAEP)
- National Technology Leadership Coalition (NTLC)
- American Association of Colleges of Teacher Education (AACTE)
The TETCs are posted on this page to bring greater visibility to the project and encourage teacher educators to consider how the TETCs might be applied in practice. Add your voice to the conversation by following @SITEconf and using the hashtag #TETCs.
If you cite the TETCs in publications or presentations, please use the article found in the Journal of Technology and Teacher Education (JTATE) found here: https://www.learntechlib.org/p/181966/
If you are using the TETCs in your research, scholarship, professional development or any other, please consider completing this survey.
Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher Educator Technology Competencies. Journal of Technology and Teacher Education, 25(4), 413-448. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved from https://www.learntechlib.org/p/181966/.
- Evaluate content-specific technology for teaching and learning.
- Align content with pedagogical approaches and appropriate technology.
- Model approaches for aligning the content being taught with appropriate pedagogy and technology.
- Model using technology for accessing, analyzing, creating, and evaluating information.
- Assist teacher candidates with evaluating the affordances of content-specific technologies to support student learning.
- Assist teacher candidates with the selection and use of content-specific technologies to support student learning.
- Facilitate opportunities for teacher candidates to practice teaching with technology.
- Support teacher candidates’ alignment of content with pedagogy and appropriate technology.
- Provide opportunities for teacher candidates to reflect on their attitudes about using technology for teaching and for their own learning.
- Provide opportunities to develop teacher candidates’ efficacy about using technology in teaching.
- Communicate using online tools.
- Collaborate using online tools.
- Design instruction using online tools.
- Assess teacher candidates using online tools.
- Design instruction using technology to meet the needs of diverse learners.
- Demonstrate using assistive technologies to maximize learning for individual student needs.
- Model using technology to differentiate learning in teaching and learning.
- Provide opportunities for teacher candidates to create learning activities using technology to differentiate instruction.
- Use technology to assess teacher candidates’ competence and knowledge.
- Model a variety of assessment practices that use technology.
- Provide opportunities for teacher candidates to use appropriate technology for assessment.
- Model online and blended learning methods and strategies.
- Provide opportunities for teacher candidates to practice teaching online and/or in blended/hybrid learning environments.
- Model global engagement using technologies to connect teacher candidates with other cultures and locations.
- Design instruction in which teacher candidates use technology to collaborate with learners from a variety of backgrounds and cultures.
- Address strategies needed for cultures and regions having different levels of technological connectivity.
- Model the legal, ethical, and socially-responsible use of technology for teaching and learning.
- Guide teacher candidates’ use of technology in legal, ethical, and socially-responsible ways.
- Provide opportunities for teacher candidates to design curriculum following legal, ethical, and socially-responsible uses of technology.
- Define goals for personal growth in using technology.
- Engage in continuous professional development and networking activities promoting technology knowledge and skills.
- Support teacher candidates’ continuous participation in networking activities to increase their knowledge of technology.
- Share a vision for teaching and learning with technology.
- Engage with professional organizations that advocate technology use in education.
- Seek to influence the opinions and decisions of others regarding technology integration.
- Assist teacher candidates in becoming advocates for using technology to enhance teaching and learning.
- Support teacher candidates in understanding local, state, and national technology policies in education.
- Configure digital devices for teaching.
- Operate digital devices during teaching.
- Model basic troubleshooting skills during teaching.
- Find solutions to problems related to technology using a variety of resources.
For additional resources on the TETCs, please visit the following publications:
Schmidt-Crawford, D. A., Foulger, T. S., Graziano, K. J., & Slykhuis, D. A. (2019). Research methods for the people, by the people, of the people: Using a highly collaborative, multimethod approach to promote change. Contemporary Issues in Technology and Teacher Education, 19(2). Retrieved from https://www.citejournal.org/volume-19/issue-2-19/general/research-methods-for-the-people-by-the-people-of-the-people-using-a-highly-collaborative-multimethod-approach-to-promote-change
Slykhuis, D. A., Schmidt-Crawford, D. A., Graziano, K. J., & Foulger, T. S. (2019). TETC Webinar: Applying the Teacher Educator Technology Competencies. Sponsored by the Society for Information Technology and Teacher Education (SITE). https://youtu.be/adiV46r5YKc
Foulger, T., Graziano, K. J., Slykhuis, D., Schmidt-Crawford, D., Trust, T. (2016). Invited Commentary: The Time is Now! Creating Technology Competencies for Teacher Educators. Journal of Technology and Teacher Education, 24(3), 249-256.
Graziano, K. J., Foulger, T. S., Schmidt-Crawford, D. A. & Slykhuis, D. (2017). Technology Integration and Teacher Preparation: The Development of Teacher Educator Technology Competencies. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 2336-2346). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).