Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Web-based digital video tools enable learners to access video sources in more constructive ways. To leverage these affordances teachers need to integrate their knowledge about the potentials of a technology with their professional knowledge about teaching. We suggest that in a first step this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affordances. Considering the TPCK-framework we investigated aspects of pedagogical knowledge (PK) in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect the potential instructional use of this technology. We describe the mental models of YouTube and present quantitative analyses revealing PK as predictor for the participants’ intended and ideal instructional use of YouTube with students. Additionally, this relation is mediated by the mental models for ideal instructional use. Results are discussed with regard to theoretical and research implications.
Krauskopf, K., Zahn, C. & Hesse, F.W. (2011). Leveraging the Affordances of YouTube: Pedagogical Knowledge and Mental Models of Technology Affordances as Predictors for Pre-Service Teachers’ Planning for Technology Integration. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4372-4379). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from https://www.learntechlib.org/primary/p/37018/.
- Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52(1), 154-168.
- Archambault, L.M., & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring-4378 DASHDASH
- Azevedo, R., & Cromley, J.G. (2004). Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia? Journal of Educational Psychology, 96(3), 523-535.
- Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D.C. Berliner & R.C. & Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan Library Reference.
- Christensen, R.W., & Knezek, G.A. (2009). Construct Validity for the Teachers' Attitudes toward Computers Questionnaire. Journal of Computing in Teacher Education, 25(4), 143-155.
- Conlon, T., & Simpson, M. (2003). Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study. British Journal of Educational Technology, 34(2), 137-150.
- Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox. American Educational Research Journal, 38(4), 813-834.
- Deci, E.L., & Ryan, R.M. (2002). Self-determination research: Reflections and future directions. In E.L. Deci & R.M. Ryan (Eds.), Handbook of self-determination research (pp. 431-441). Rochester, NY: University of
- Johnson-Laird, P.N. (1994). Mental models and probabilistic thinking. Cognition, 50(1-3), 189-209.
- Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers& Education, 49(3), 740-762.
- Krapp, A. (2002). An educational-psychological theory of interest and its relation to SDT. In E.L. Deci & R.M. Ryan (Eds.), The handbook of self-determination research. (pp. 405-427). Rochester, NY: Rochester
- Law, N. (2008). Teacher Learning Beyond Knowledge for Pedagogical Innovations with ICT. In J. Voogt& G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 425-434). Boston, MA: Springer.
- Leinhardt, G., & Greeno, J.G. (1991). The cognitive skill of teaching. In P. Goodyear (Ed.), Teachin konwledge and intelligent tutoring (pp. 233-268). Norwood, NJ: Ablex Publishing.
- Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
- Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76, 647-658.
- Schulte, K., Bögeholz, S., & Watermann, R. (2008). Selbstwirksamkeitserwartungen und P ä dagogisches Professionswissen im Verlauf des Lehramtsstudiums. [Self-efficacy and pedagogical knowledge in the course of teacher education.] Zeitschrift fü r Erziehungswissenschaft, 11(2), 286-287.
- Smith, B.K., & Reiser, B.J. (2005). Explaining Behavior Through Observational Investigation and Theory Articulation. Journal of the Learning Sciences, 14(3), 315.
- Suthers, D. (2006). Technology affordances for intersubjective meaning-making: A research agenda for CSCL. International Journal of Computers Supported Collaborative Learning, 1, 315-337.
- Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers& Education, 52(2), 302-312.
- Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13, 235-286.
- Westbrook, L. (2006). Mental models: A theoretical overview and preliminary study. Journal of Information Science, 32(6), 563-579.
- Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010). Digital video tools in the classroom: How to support meaningful collaboration and reflective thinking of students. In M.S. Khine& I.M. Saleh (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education. (pp. 503-523). New York:
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.