Share Paper: Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1

  1. Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands
  2. Michael Phillips, Monash University, Australia
  3. Ottavia Trevisan, University of Padova, Italy
  4. Marina de Rossi, University of Padova, Italy
  5. Anneke Smits, Windesheim University of Applied Sciences, Netherlands
  6. Henk La Roi, Windesheim University of Applied Sciences, Netherlands
  7. Roland Bruijn, Windesheim University of Applied Sciences, Netherlands
  8. Judi Harris, William & Mary School of Education, United States
  9. Mark Hofer, William & Mary School of Education, United States
  10. Petra Fisser, Netherlands Institute for Curriculum Development, Netherlands
Friday, March 22 10:15 AM-11:15 AM Celebrity 2

Abstract: In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective teachers use technology in their teaching. In this symposium, we aim to deepen our understanding of prospective, novice and experienced teachers’ reasoning about their uses of technology. In addition, we will explore how pre-service and practicing teachers can be supported in improving the quality of their reasoning about the use of technology in their teaching.