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

  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, University of Padua, Italy
  5. Marina de Rossi, University of Padua, Italy
  6. Erkko Sointu, University of Eastern Finland, Finland
  7. Teemu Valtonen, University of Eastern Finland, Finland
  8. Matthew C. Lambert, University of Nebraska-Lincoln, United States
  9. Jenni Kankaanpää, University of Eastern Finland, Finland
  10. Laura Hirsto, University of Eastern Finland, Finland
  11. Kati Mäkitalo-Siegl, University of Eastern Finland, Finland
  12. Jo Tondeur, Vrije Universiteit Brussel, Belgium
Friday, June 29 12:00 PM-1:00 PM De Dam 2

Abstract: 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 ...