Teachers’ professional reasoning about their pedagogical use of technology

Heitink, Maaike Christine; Voogt, Joke; Verplanken, Liesbet; Braak, Johan van; Fisser, Petra

doi:10.1016/j.compedu.2016.05.009

Cited by 124 publications

(102 citation statements)

References 30 publications

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“…The original database was made up of a total of 157 video cases, from which we selected 29 video clips for this study. Selection was based on the results of a prior study in which all 157 videos were analysed (Heitink et al, 2016). The following selection criteria were applied:…”

Section: Methodsmentioning

confidence: 99%

“…This connection is made through teachers' professional reasoning. Teachers' teaching practice and professional reasoning need to match in order to be effective in realising specific learning goals (Heitink et al, 2016;Hicks, 2006;Koehler & Mishra, 2008;Koehler, Mishra, & Yahya, 2007). The pedagogical strategies teachers decide to enact depend on local contextual factors (Phillips, 2016).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

“…Therefore, an observational instrument that captures teachers' professional reasoning in conjunction with the enactment of pedagogical strategies is a better alternative. Teachers' professional reasoning about their ICT use in practice has not been studied much, and results are still very general (Heitink et al, 2016). This research will go into more detail regarding teachers' professional reasoning in relation to the pedagogical choices teachers make while using ICT in practice.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, effective teaching with ICT depends on how teachers use ICT when teaching students with different interests and capabilities (European Commission, 2013;Heitink, Voogt, Verplanken, van Braak & Fisser, 2016;Mishra & Koehler, 2006;Webb & Cox, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…This form of knowledge is highly personal and often implicit. To develop insights into teachers' knowledge about teaching and learning with ICT, it is necessary to elicit teachers' professional reasoning that is focused on using ICT in practice (Heitink et al, 2016;Voogt et al, 2016). Technological pedagogical content knowledge (TPACK) is a framework which describes knowledge teachers need to use ICT effectively in teaching students with different interests and capabilities.…”

Section: Introductionmentioning

confidence: 99%

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Eliciting teachers’ technological pedagogical knowledge

Heitink

Voogt

Fisser³

et al. 2017

AJET

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Theoretical Underpinningsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Eliciting teachers’ technological pedagogical knowledge

Heitink

Voogt

Fisser³

et al. 2017

AJET

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Teaching methods for microbiology in Saudi Arabia

Ameen

2019

Biochem Molecular Bio Educ

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Microbiology as an academic discipline that does not have a long history, but the knowledge accumulated over the past three centuries is rather considerable, and courses in microbiology are commonly taught in colleges and universities throughout the world. In this article, many of the methods that can be used for teaching microbiology in a classroom and laboratory are discussed. In brief, these methods are limited only by the basic technical facilities to which one has access as well as one's own imagination and creativity. The problems, the academic teaching is facing in Saudi Arabia are discussed; most important of them are the use of new technology and avoiding plagiarism.

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