Preparing (student-)teachers in using technology in their teaching: An international perspective – Part 2

ID: 53404 Type: Symposium
  1. Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands
  2. Henk Sligte, Kohnstamm Instituut, Netherlands
  3. Anneke Smits, Windesheim University of Applied Sciences, Netherlands
  4. Ottavia Trevisan and Marina de Rossi, University of Padua, Italy
  5. Erkko Sointu and Teemu Valtonen, University of Eastern Finland, Finland
  6. Matthew C. Lambert, University of Nebraska-Lincoln, United States
  7. Jenni Kankaanpää, Laura Hirsto, and Kati Mäkitalo-Siegl, University of Eastern Finland, Finland
  8. Jo Tondeur, Vrije Universiteit Brussel, Belgium

Friday, June 29 12:00 PM-1:00 PM

No presider for this session.

A teacher’s Technological pedagogical Content Knowledge (TPACK) not only reflects what a teacher does with technology (the pedagogical actions), but, more importantly needs to reflect why teachers use specific technology to help students learn. The latter is referred to as a teacher’s pedagogical reasoning and assumes conscientious use of technology in a teacher’s teaching practice. Students in teacher training institutions therefore not only need to develop TPACK but also pedagogical reasoning about the use of technology. The symposium offers an international perspective on TPACK, in particularly with respect to pedagogical reasoning. The aim of the symposium is two-fold. First, we intend to contribute to a better understanding of teachers’ use of technology as observed by students and to get more insight in the pedagogical reasons teachers have for using specific technologies. Second we want to know which strategies teacher educators use to develop TPACK and pedagogical reasoning in student teachers.

Topic

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