Editorial: Volume 33 Issue [2]

Teacher education has been a key area of research in the past decades, and is the focus of the first four articles. Given the prominent role of teachers in shaping the nation’s future, it seems imperative that considerable effort and attention is invested in teacher education and development, to cultivate adaptive, skilful, and knowledgeable teachers who are ready to take on the challenges of the classroom. With technology being an integral part of teaching and learning, researchers are investing in how technology shapes and benefits teaching. However, as rightfully pointed out in the first article by Becuwe, Roblin, Tondeur, Thys, Castelein, and Voogt, it is a daunting task for teacher educators to model effective integration of technology. To find ways for bringing together teaching and technology, these researchers adopted a Delphi study aimed at synthesising the knowledge and views of various stakeholders about the conditions for the successful implementation of teacher educator design teams (TeDTs) for ICT integration. Some important conditions were identified by the researchers, such as: (1) the creation of an atmosphere of trust, and (2) responsible participants with a shared TPACK goal over the long run - which is key to the collaboration process. These conditions are useful for institutions to consider when implementing TeDTS for ICT integration.