Knowledge-of-Practice for Teaching with Technologies: Pedagogically-focused Experiences and Reflections
Abstract: Different course designs frame the relationship among content, pedagogy, and technology when preparing in-service teachers for teaching with technologies. This study compared how different approaches were reflected in teachers’ actions as they implement their TPACK knowledge-of-practice. How does teacher knowledge gained from an emphasis on the technology as a tool for learning the content compare with the knowledge gained from an emphasis on pedagogical methods for teaching with the technologies? This study compares practices and reflections of 10 K-12 in-service teachers with respect to their different technology learning experiences. The comparison reveals benefits for courses designed using pedagogical methods focused around student-centered, collaborative, inquiry-based activities in mathematics and science. Implications for continued teacher professional development include ideas for professional development courses with school-based professional learning communities (PLC).
Presider: Linda Easley-Tidwell, Louisiana State University in Shreveport