Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher training models propose a range of strategies for increasing their technology knowledge and technology adoption rates. However, the relative effectiveness of these strategies remains unclear. Based on Tondeur et al.’s (2012) Synthesis of Qualitative Data model, which delineates the six main teacher preparation strategies (i.e., role modeling, reflection, instructional design, collaboration, authentic experience, and continuous feedback), the present study designed a 4 week training module for preservice language teachers and examined how these training strategies affected 63 participants’ perceived technology knowledge and attitudes toward technology adoption. Among the six training strategies, reflection and instructional design had the highest positive impacts on these preservice teachers’ self-reported knowledge about and attitudes towards using ICT. As well as revealing the relative impacts of each training strategy, the results indicate that our designed training module has considerable potential for application to teacher training in other subjects.

中文翻译：

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评估包含 SQD 策略的职前教师技术培训模块的有效性

准备使用信息和通信技术 (ICT) 是职前语言教师培训的重要组成部分，现有的各种教师培训模式提出了一系列提高技术知识和技术采用率的策略。然而，这些策略的相对有效性仍不清楚。基于 Tondeur et al. (2012) Synthesis of Qualitative Data 模型，该模型描绘了六种主要的教师准备策略（即角色建模、反思、教学设计、协作、真实体验和持续反馈），本研究设计了一个为期 4 周的职前语言教师培训模块，研究了这些培训策略如何影响 63 名参与者对技术采用的感知技术知识和态度。在六项培训策略中，反思和教学设计对这些职前教师自我报告的使用信息通信技术的知识和态度的积极影响最大。除了揭示每种培训策略的相对影响外，结果还表明，我们设计的培训模块在应用于其他学科的教师培训方面具有相当大的潜力。