Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Highlights

• Review of teachers' technology related knowledge, skills, and attitudes (KSA).

• Three areas: specification, assessment, and ways of fostering.

• Explanation of contribution of the eight articles in the special issue.

• Outlook on KSA changes due to technological developments: artificial intelligence.

Abstract

This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.