SQD2: an updated Synthesis of Qualitative Data model of strategies for preparing preservice teachers to teach with digital technologies

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Evidence · 6 claims (6 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 6 claims rest on one study

Description

Jo Tondeur and colleagues' SQD2 framework structures strategies and institutional conditions for developing preservice teachers' digital competence for technology-integrated teaching.

Components

• SQD2: an updated Synthesis of Qualitative Data model of strategies for preparing preservice teachers to teach with digital technologies: SQD2 is a revised evidence-based model structuring strategies for developing preservice teachers' digital competencies across micro, meso and macro levels, updating the original 2012 SQD model. It consolidates 28 sub-categories into 10 categories and six synthesised statements, including familiarisation, reflective practice, collaborative design, a cycle of authentic experiences and feedback, an affective dimension, and institutional vision. The authors report that "new categories and most importantly new relationships among them emerged through the current study", with exploration foregrounded and the meso level reframed around pedagogy, commitment and the affective dimension. (Jo Tondeur et al. (2025))

Claims

• Affective characteristics — attitudes and beliefs, emotional responses, and sensitivity to technology gaps — should be taken into account when preparing preservice teachers for digital technology use [+W]
• Preservice teachers must critically reflect on both the potential and limitations of technology in education, with research tasks and digital identity emerging as reflective strategies [+W]
• A range of collaborative design activities, guided by instructional design models such as TPACK, are necessary to train preservice teachers to create technology-rich lesson plans [+W]
• Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies [+W]
• An institutional vision of digital technology use, supported by group commitment and professional learning, is needed to train teachers for the future of educational technology [+W]
• A continuous cycle of authentic experiences and feedback supports preservice teachers to build their digital practice [+W]

Related Products and Programmes

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Key Sources

• Jo Tondeur, Ottavia Trevisan, Sarah K. Howard, Johan van Braak. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education 232. https://doi.org/10.1016/j.compedu.2025.105262

Page metadata

Field	Value
type	product
id	sqd2-an-updated-synthesis-of-qualitative-data-model-of-strategies-for-preparing-preservice
title	SQD2: an updated Synthesis of Qualitative Data model of strategies for preparing preservice teachers to teach with digital technologies
description	Jo Tondeur and colleagues' SQD2 framework structures strategies and institutional conditions for developing preservice teachers' digital competence for technology-integrated teaching.
status	review
product_kind	framework
generated	by process:settle-candidates on 2026-10-29
trust	unverified — no one has confirmed this page's content

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