K-12 Teachers’ Pedagogical Reasoning in Planning Instruction with Technology Integration

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Feng, Y. & Hew, K. (2005). K-12 Teachers’ Pedagogical Reasoning in Planning Instruction with Technology Integration. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3173-3180). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19611.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Yu Feng, Khe Hew, Indiana University, United States

Abstract

While technology is restructuring the U.S. K-12 educational landscape, it is generally reported in literature that the key to effective use of technology in schools depends on how teachers integrate technology into their curricula as thinking professionals. There have been scanty studies on teachers' thinking processes with regard to using technology for instruction. The purpose of this study is to examine how inservice teachers reason about technology integration into their daily curricula. In the case of lesson-planning, six processes are found: comprehension, interpretation, reflection, specification, selection of technology tools, and caution. We also note that the individual teachers did not necessarily go through the pedagogical reasoning processes strictly in a linear manner. Practical implications of the findings are also highlighted.

Keywords

• Teachers
• Educational Technology
• Integration

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