Investigating Designer Decision-making of an Infused, Competency-based Technology Integration Program

Abstract K-12 educators must effectively integrate technology and teach across face-to-face, blended, and online learning environments. However, many teacher preparation programs are ill-equipped to support the development of deep educational technology skills in preservice teachers. Therefore, new methods for preparing preservice teachers for their future realities is necessary, and competency-based, infused educational approaches offer much potential for overcoming the limitations of traditional methods. Limited research has examined how competency-based approaches are being used in teacher educational technology preparation. In this research, we used an interviews to complete a reflective retrospective analysis exploring designers’ decisions while creating a competency-based infused technology licensure program. To make sense of designers’ decision making, we conceptualized the design process as problem solving, identified factors influencing designer decision-making, and considered factors influencing how designers integrate with each other across a project. Results reveal the complexity involved with designing an infused competency-based approach and how designers navigated the complexity.