Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology
Karsten Krauskopf, Carmen Zahn, Friedrich W. Hesse
Computers & Education Volume 58, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affordances. First we elaborate the theoretical integration of the notion of mental models and the Technological Pedagogical Content Knowledge (TPCK) framework. Then we report on a study where we investigated pedagogical knowledge in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect lesson plans for instructional use of this technology. We describe the active mental models of YouTube and present quantitative analyses suggesting mental models as mediators for the influence of pedagogical knowledge on participants’ lesson planning. Results are discussed with regard to theoretical and research implications.
Krauskopf, K., Zahn, C. & Hesse, F.W. (2012). Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. Elsevier Ltd. Retrieved March 31, 2023 from https://www.learntechlib.org/p/67467/.
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.2011.12.010
- Cognitive Processes
- Digital video technology
- educational technology
- Electronic Publishing
- Foreign Countries
- improving classroom teaching
- lesson plans
- mental models
- Pedagogical Content Knowledge
- pedagogical issues
- preservice teachers
- Technological pedagogical content knowledge (TPCK, TPACK)
- Technology Uses in Education
- Video Technology
- Web Sites
Cited ByView References & Citations Map
Insights into pre-service teachers’ TPACK
Teemu Valtonen, Sini Kontkanen, Jari Kukkonen, Erkko Sointu & Susanna Pöntinen, University of Eastern Finland, Finland
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2489–2496
Pre-service teachers’ relationships to digital environments: towards a better understanding of a new generation of teachers
Viktor Freiman, Diane Puneau, Jackie Kerry, Janelle Cormier & Joanne Langis, Université de Moncton, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 401–411
Connecting the dots by YouTubing Tutorials
Halvdan Haugsbakken, NTNU, Norway
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 2009–2018
Probing TPCK Usability – a Pilot Study on (not) Understanding TPCK by a Venn-Diagram.
Karsten Krauskopf, Knowledge Media Research Center, Germany; Mia Kim Williams, University of Northern Colorado, United States; Teresa Foulger, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2198–2204
I have TPCK! – What does that mean? Examining the External Validity of TPCK Self-Reports.
Karsten Krauskopf, Knowledge Media Research Center, Germany; Karin Forssell, Stanford University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2190–2197
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