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Are teachers lost in thought with technology? Moving from Pedagogical Reasoning to Technological Pedagogical Reasoning
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, , , Griffith University, Australia

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Has Mishra and Koehler’s (2007) wicked problem of teaching with technology caused teachers to be lost in thinking about technology? To help with moving knowledge into action Shulman (Shulman, 1987; Wilson, Shulman, & Richert, 1987) in his wisdom proposed a Model of Pedagogical Reasoning and Action (MPRA). From his original ideas many researchers have focused on talking about the Knowledge Base for Teaching (KBT) but missed Shulman’s MPRA. This paper describes a doctoral research project that has been designed to understand how teachers pedagogically reason with technology and if this constitutes Technological Pedagogical Reasoning (TPR). The research project has used teachers’ digital portfolios (teacher education digital and in-service teachers), stimulated recall interviews and think-aloud concept mapping to understand how teachers pedagogical reasoning. This paper presents some of the preliminary findings from the doctoral research project.

Citation

Smart, V., Sim, C. & Finger, G. (2015). Are teachers lost in thought with technology? Moving from Pedagogical Reasoning to Technological Pedagogical Reasoning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3418-3425). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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Cited By

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  • Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1

    Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Michael Phillips, Monash University, Australia; Ottavia Trevisan & Marina de Rossi, University of Padova, Italy; Anneke Smits, Henk La Roi & Roland Bruijn, Windesheim University of Applied Sciences, Netherlands; Judi Harris & Mark Hofer, William & Mary School of Education, United States; Petra Fisser, Netherlands Institute for Curriculum Development, Netherlands

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 13–16

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