Wednesday, March 15
4:15-4:35 PM
CDT
Astor Ballroom 3

How do Student Teachers Approach the Collaborative Design of Technology-Enhanced Learning Materials? A Case Study Exploration of Student Teachers’ Pedagogical Reasoning in Design Talk

Brief Paper (F2F) ID: 61780
  1. aaa
    Bram Cabbeke
    Ghent University
  2. Tijs Rotsaert
    Ghent University
  3. Tammy Schellens
    Ghent University

Abstract: Training pre-service teachers’ (PSTs) technology-enhanced learning design capabilities is a challenging task. Aside from having strong knowledge basis and positive technology-related dispositions, PSTs should learn to adopt sound technological pedagogical reasoning (TPR) when integrating technology. Nevertheless, little is known about the TPR student teachers adopt during their technology-integration efforts. This short paper describes the first results of an ongoing research project which contains an in-depth analysis of the design conversations of three groups of PSTs as they collaborate on a technology-enhanced learning design project. Recordings of five in-class design sessions of each group are being analyzed to understand the nature of PSTs’ TPR. During the SITE conference, we will discuss which TPR stages are represented in the design talk of PSTs as well as what sequences of TPR stages occur during PSTs’ collaborative design of technology-enhanced learning materials. The findings from this study will have implications for teacher training institutes in supporting student teachers’ decision-making processes when integrating technology.

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