DETERMINING THE ROLE OF MICRO-LEVEL STRATEGIES IN DEVELOPING STUDENT TEACHERS’ COMPETENCE FOR EDUCATIONAL TECHNOLOGY USE Päivi Valli, Sirkku Lähdesmäki, Raine Valli Kokkola University Consortium Chydenius (FINLAND) Abstract Teacher training is in a key role to prepare student teachers to use ICT (Information and Communication Technology) and to create a technological supportive learning culture. Teaching practices offer an opportunity to strengthen the competence to use technology in learning. The theoretical framework of this study is based on the SQD-model (Synthesis of Qualitative Evidence) focusing on six micro-level strategies: role models, reflection, instructional design, collaboration, authentic experiences and feedback. The study was conducted with 26 student teachers in their first teaching practice period in Finnish teacher education in Kokkola and their five teacher tutors. The purpose of this paper is to present the quantitative findings relating to student teachers’ and teacher tutors’ perceptions of the importance of the micro-level strategies during the teaching practice. Data was collected during 2018 by Likert- scale questionnaire. The results indicate that there were differences in student teachers’ and teacher tutors’ opinions towards the appearance of the strategies. Mostly, teacher tutors’ perceptions were more positive than those of students. The study argues that these strategies play a major role to student teachers’ development in using technology supported learning. Also, there is a need for further development of teacher training related to pedagogical technology adaption in teaching practices. Keywords: SQD-model, educational technology use, teaching practice. 1 INTRODUCTION If we want to understand the future, we need to understand how technologies change it. This statement by Linturi & Kuusi [1] underlines the challenges of today's education; teacher and teacher educators should be able to understand what kind of work opportunities technologies bring, how professions and the skills they require change [1]. We already live in an ardent era for the development of artificial intelligence and it is already in everyday use through mobile devices of all ages. We need to trust our existing knowledge and ensure that student teachers achieve sufficient technological-pedagogical skills to promote professional development. There is no doubt that digital competence play an important role in the future-oriented mapping of competence. Highly respected Finnish education lies entirely on highly educated teachers [2] and teacher training focuses on educating autonomous teachers who have deep theoretical and practical understanding about pedagogy and teaching methods [3] Technology oriented education has been part of Finnish teacher training for decades ([4], [5], [6], [7], [8]). In the 21st century, with the digital age, ICT skills, and in particular the pedagogical application of its use have become a major part of education (see [9]) Teacher Education has seen a significant role in the training of pedagogical expertise in Finland ([10]). Our training systems need to be prepared and systemically be organized to educate future-minded, innovative-minded teachers, with the ability to build learning situations that develop problem-solving skills and creative thinking and critical reflection. These are considered as key skills for the future ([11], [2]). Learning new skills is not a simple nor easy process. Lonka ([2]) emphasizes that in order to solve the wicked problems of the modern world we need hybrid expertise that crosses the borders of discipline and are able to understand intelligent technology and the language needed to develop it. Student teachers need to have enough time and possibilities to develop these skills so they can become the teachers, who are at the forefront of how pupils can learn about technology at school and use it in a versatile and innovative way to learn ([12]). Teacher training has to provide student teachers with the ability to use technology pedagogically to enhance pupil's extensive knowledge and Tondeur ([13]) emphasized the integration of new technologies and teaching practices is an integral part of teacher training. Teacher trainings’ role to develop supportive environments that facilitate reflection about the role of new technologies in learning, is unquestioned ([14]). A number of recent Finnish Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 3685