Using lesson study to guide the development of technological pedagogical content knowledge among teacher candidates PROCEEDINGS
Kim MacKinnon, Jim Hewitt, Andrea Black, Jason Brennan, Sarah Grace, Shawn Lennie, Karen Mann, Rod Missaghian, Amy Paradine, Kelsey Patton, OISE, University of Toronto, Canada
World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Although it is generally incumbent on teacher training programs to help their pre-service students develop the technological competencies important to teaching in the 21st century (ISTE, 2007; 2008), many programs have yet to resolve how to best provide such training. This pilot project begins to explore the extent to which an extended, graduate level teacher training program, where there is generally a fully integrated approach to technology infusion (Beyerbach, Walsh and Vannatta, 2001), is able to address the needs of its beginning teachers to take advantage of new media to support instruction. Furthermore, the authors report on the potential value of working in a small design-oriented professional interest group to support the development of technological pedagogical content knowledge (TPACK) (Koehler & Mishra, 2005; 2008) among teacher candidates. Preliminary findings suggest that authentic forms of collaborative technology-enhanced instructional planning may lead to pivotal moments of reflective practice.
MacKinnon, K., Hewitt, J., Black, A., Brennan, J., Grace, S., Lennie, S., Mann, K., Missaghian, R., Paradine, A. & Patton, K. (2010). Using lesson study to guide the development of technological pedagogical content knowledge among teacher candidates. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (p. 337). Chesapeake, VA: AACE.
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