(Future) Teachers’ Use of Technology and Development of TPACK: Insights from a Global Perspective: Part 2

ID: 51080 Type: Symposium
  1. Joke Voogt, University of Amsterdam, Netherlands
  2. Teemu Valtonen and Erkko Sointu, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Finland
  3. Jo Tondeur, Ghent University/ Interfaculty Department for Teacher Education, Vrije Universiteit Brussel, Resear, Belgium
  4. Anneke Smits, Windesheim University of Applied Sciences, Netherlands
  5. Lin Zhang, School of Foreign Languages & Faculty of Education, East China Normal University, China
  6. Josh Rosenberg, Nichigan State University, United States
  7. Roland Bruijn, Henk La Roi, Floor van Renssen, Heleen Vellekoop, and Lieke van Velze, Windesheim University of Applied Sciences, United States
  8. Fazilat Siddiq and Ronny Scherer, Faculty of Educational Sciences, University of Oslo, Norway
  9. Evrim Baran, Department of Educational Sciences, Middle East Technical University, Turkey
  10. Sini Kontkanen, Jari Kukkonen, and Susanna Pöntinen, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Finland

Thursday, March 9 11:30 AM-12:30 PM Location: Capitol North View on map

Presider: Seth Hamilton, MSD Washington Township, United States

Abstract: This symposium will present and discuss factors that affect (future) teachers uses of technology in their teaching. The contributions cover Finland, the Netherlands, Belgium and China. The contributions provide insights in teachers’ Technological Pedagogical Content Knowledge (TPACK) from the perspective of their students, the personal and institutional and system factors that affect teachers TPACK as well as the challenges that teacher educators face in developing future teachers’ TPACK. The purpose of this symposium is twofold. First we will present and discuss personal, institutional, system and cultural factors that affect (future) teachers’ uses of technology and their development of Technological Pedagogical Content Knowledge. Second we will provide promising examples of effectively developing Technological Pedagogical Content Knowledge in future teachers.


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