The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy
Joan Hughes, University of Minnesota, United States
Journal of Technology and Teacher Education Volume 13, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers' learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was innovative. Four English language arts teachers, who ranged in teaching and technology experience, served as contrasting case studies. Results suggested that the power to develop innovative technology-supported pedagogy lies in the teacher's interpretation of the newly learned technology's value for supporting instruction and learning in the classroom; learning experiences grounded in content-based, technology examples were most effective toward this end. Furthermore, teachers with less professional knowledge (e.g., pre-service or novice) and/or less intrinsic interest in identifying uses for technology may need guided or collaborative, content-specific technology learning opportunities, while teachers with more professional knowledge (e.g., veteran) may be able to develop innovative technology-supported pedagogy by bringing their own learning goals to bear in professional development activities. Collaborative, subject-specific technology inquiry groups are proposed as professional development that supports all teachers' learning to integrate technology into their subject areas.
Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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Yi Jin, Kennesaw State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2453–2458
Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
Kamini Jaipal & Candace Figg, Brock University, Canada
Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 415–441
Anne Ottenbreit-Leftwich, Indiana University, United States; Krista Glazewski, New Mexico State University, United States; Timothy Newby, Purdue University, United States
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 5–33
Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development
Ronald MacDonald, University of Prince Edward Island, Canada
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 315–348
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