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The Roles of Expertise and Experience on Teachers’ Technology Use in the Classroom
PROCEEDINGS

, Stanford University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Using technology with students requires teachers to master a unique body of knowledge, known as Technological Pedagogical Content Knowledge (TPACK). As instructors trying to help teachers learn to implement technology in support of learning, we would like to know more about teachers’ prior knowledge, but measures are scarce. In this study, participants in a summer technology workshop reported on their computer experience, attitudes, and use of technology with students. Rather than focus on frequency, I use breadth of computer use for personal and teacher tasks as well as with students to examine the characteristics of teachers reporting high levels of expertise in using technology for teaching. A closer analysis of the relationship between technological expertise and years of teaching experience reveals three different teacher profiles, suggesting that both teaching and technology background play a role in technology use for teaching. These profiles show different characteristics in technology use with students.

Citation

Forssell, K. (2009). The Roles of Expertise and Experience on Teachers’ Technology Use in the Classroom. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4074-4080). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

Keywords

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