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.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
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.
- Implementing Computer Technologies: Teachers' Perceptions and Practices
- Examining TPACK Among K-12 Online Distance Educators in the United States
- Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
- Measuring High School Mathematics Teachers' Concerns About Graphing Calculators and Change: A Yearlong Study
- Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
- Mathematics Teacher TPACK Standards and Development Model
- Research On Graphing Calculators at the Secondary Level: Implications for Mathematics Teacher Education
- Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology
- Preparing to Teach Mathematics with Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge
- How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?
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