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Teachers’ professional reasoning about their pedagogical use of technology
ARTICLE

, University of Twente ; , College of Child Development and Education ; , , Department of Educational Studies, Belgium ; , National Centre for Curriculum Development

Computers & Education Volume 101, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ professional reasoning and their technology use were investigated. Through video cases, 157 teachers demonstrated their technology use in practice and commented on the reasoning behind their actions. Results show that most technology use was intended to strengthen both pedagogy and subject matter, or else pedagogy alone. Reasons addressed making learning attractive for students, realizing educational goals and facilitating the learning process. The majority of teachers’ technology use in practice shows aspects of the knowledge transfer model of teaching. Most technology tools were used to support a learning activity; the use of technology was essential in only a few video cases. About half of the video cases showed alignment between reasoning and practice. The results contribute to better understanding of how teachers reason professionally about their technology use.

Citation

Heitink, M., Voogt, J., Verplanken, L., van Braak, J. & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education, 101(1), 70-83. Elsevier Ltd. Retrieved June 19, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.05.009

Keywords

Cited By

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