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Leveraging the Affordances of YouTube: Pedagogical Knowledge and Mental Models of Technology Affordances as Predictors for Pre-Service Teachers’ Planning for Technology Integration.
PROCEEDINGS

, , , Knowledge Media Research Center, Germany

AACE Award

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Web-based digital video tools enable learners to access video sources in more constructive ways. To leverage these affordances teachers need to integrate their knowledge about the potentials of a technology with their professional knowledge about teaching. We suggest that in a first step this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affordances. Considering the TPCK-framework we investigated aspects of pedagogical knowledge (PK) in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect the potential instructional use of this technology. We describe the mental models of YouTube and present quantitative analyses revealing PK as predictor for the participants’ intended and ideal instructional use of YouTube with students. Additionally, this relation is mediated by the mental models for ideal instructional use. Results are discussed with regard to theoretical and research implications.

Citation

Krauskopf, K., Zahn, C. & Hesse, F.W. (2011). Leveraging the Affordances of YouTube: Pedagogical Knowledge and Mental Models of Technology Affordances as Predictors for Pre-Service Teachers’ Planning for Technology Integration. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4372-4379). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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