Share Paper: 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

  1. Bram Cabbeke, Ghent University, Belgium
  2. Tijs Rotsaert, Ghent University, Belgium
  3. Tammy Schellens, Ghent University, Belgium
Wednesday, March 15 4:15-4:35 PM Astor Ballroom 3

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 ...