Eliciting teachers’ technological pedagogical knowledge

Abstract

This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers' reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how elementary teachers used ICT to facilitate specific pedagogical strategies (e.g., activating learning, classroom management, dealing with diversity, fostering learning strategies). Findings indicate that teachers used ICT mostly to promote activation of learning. Many teachers reasoned about using ICT for adapting their teaching to student needs, but this was seldom observed in practice. The few teachers who showed behaviour supporting adaptive teaching and fostering learning strategies almost always used ICT to facilitate these pedagogical strategies. We argue that for effective teaching with ICT it is important that teachers learn to reason explicitly about how ICT can support specific pedagogical strategies. The results from this study provide suggestions for what is needed in teacher education programs and professional development initiatives to support teachers in acquiring TPK.

Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

“…While previous research indicated that the STLDM improves the preservice teachers' self-efficacy for designing lessons and fosters relevant design beliefs, more instructional support can be further integrated. These supports could be instructor modeling of design thinking to avoid early fixation (Razzouk & Shute, 2012), experiential learning among the preservice teachers to foster deep understanding, and reflection and collaboration among the preservice teachers (Heitink et al, 2017;Tondeur et al, 2012).…”

“…As with pedagogical content knowledge (PCK), TPACK has emerged to be a powerful notion to unpack the knowledge and skills teachers need to design lessons for 21st century classrooms (Harris, Phillips, Koehler & Rosenberg, 2017). Nonetheless, current research indicates that the emergence of TPACK has not transformed the state of technology integration in classrooms (Heitink, Voogt, Fisser, Verplanken, & van Braak, 2017;Pringle, Dawson, & Ritzhaupt, 2015;Tondeur, Aesaert, et al, 2017). More research on developing teachers' TPACK specifically to promote 21st century competencies through various pathways is needed (Koehler, Mishra, Kereluik, Shin, & Graham, 2014;Valtonen et al, 2017).…”

Implementation of Blended Learning in Vocational Student's to Achieve HOT Skills (V-HOTS)

“…The results of the study of Heitink, et al [10] show that the use of ICT in facilitating learning (student activities, classroom management, mentoring strategies) of the elementary school teachers is very helpful in making the students active.…”

A Checklist Development for Meaningful Learning in Classroom Observation

“…Chai and Koh pointed out that, to a large extent, teachers still focus on replacing teacher-centered teaching in ICT integration, rather than changing teaching methods to support learning in the 21st century [40]. Moreover, many researchers have pointed out that it is difficult for teachers to integrate science and technology into their teaching process [41], resulting in a large number of research reports showing that the expected teaching changes from ICT to teacher-led learning to student-centered learning are still not common in schools [42], [43].…”