Developing a better understanding of technology based pedagogy

Abstract

The focus of this paper is to present the major qualitative findings from a one year, mixed methods study that explores a cohort of preservice teachers' process of learning to teach with information and communication technology (ICT) across their teacher preparation program in Singapore. This study suggests a variation in the preservice teachers' technology competency, stances, decision making and actions in using ICT for classroom teaching and learning. The majority of the participants seemed to be unable to translate into teaching practice their increased technological competency and espoused constructivist orientation gained from the coursework. They tended to use ICT to improve and enhance teacher centred instruction on a regular basis during the teaching practicum. However, three focus participants were also able to use ICT to engage their students in student centred learning. They began to demonstrate their leadership potential in influencing others to use ICT for enhancing student learning. The findings suggest that preservice teachers may need more guidance, modelling and collaboration to develop a better understanding of technology based pedagogy from their own practice so that they can synthesise their constructivist orientation, student centred teaching approaches, and effective use of ICT.

The evaluation of technology-based course materials developed by mathematics teachers

“…This situation also indicates that the teachers in the study could not exactly meet the requirements of the TPACK domain. This finding coincides with the findings of the previous studies which revealed that teachers have deficiencies with respect to TPACK while designing teaching-learning environments in their classes (Gao et al, 2009;Koh, 2013;Lim & Chai, 2008). The studies which examined the classroom practices of teachers empirically revealed that teachers generally lack the TPACK, which hinders the design of meaningful learning with ICT (Gao et al, 2009;Koh, 2013;Lim & Chai 2008).…”

“…They have also chosen to use ICT as a useful material to configure the learning-teaching processes (Gao, Choy, Wong & Wu, 2009;Hayes, 2007;Koh, 2013;Lim & Chai, 2008;Smeets, 2005;Ward & Parr, 2010). During this process, it is of great importance for teachers to have the general background in TPACK components and to use the different knowledge backgrounds they have effectively.…”

A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

“…Such pedagogical uses of ICT were often envisioned (e.g., P21, 2007) but not pervasively observed in classrooms. Throughout the last decade, teachers largely used ICT to augment their current pedagogical practices, serving as tools to facilitate feedback for skill-based and information regurgitation exercises, to add variation to day-to-day classroom activity, to access authentic content resources from the Internet, and to provide students with opportunities for independent work with peers (Gao, et al, 2009;Hayes, 2007;Lim & Chai, 2008;Ruthven, Hennessy, & Brindley, 2004;Smeets, 2005;Smeets & Mooij, 2001;Ward & Parr, 2010). By and large, the transformational change envisioned through innovative ICT integration has yet to be realized.…”

“…The findings of this study suggest that the ICT module was successful in developing the teachers' TPACK for meaningful learning with ICT for the active dimension as well as Levels 1 and 2 of the other dimensions. Their weaknesses at conceptualizing lesson activities beyond Level 2 of the constructive, authentic, intentional, and cooperative dimensions could be because these teachers were insufficiently exposed to such kinds of learning experiences as students, given that Singaporean classroom practices are largely teacher-centric and focused on information acquisition for exam preparation (Gao, et al, 2009;Hogan & Gopinathan, 2008;Lim & Chai, 2008). The transition from teacherdirected to more constructivist modes such as those espoused in the meaningful learning dimensions often present teachers with conceptual dilemmas, especially when such pedagogies are not widely adopted in school systems (Windschitl, 2002).…”

“…Such kinds of ICT lessons have long been envisioned (e.g., P21, 2007;Teo & Ting, 2010) but are rarely attained. Empirical studies of teachers' classroom practices found that ICT has more often been used to support their current instructional practices which focus on information transmission activities (e.g., Gao, Choy, Wong, & Wu, 2009;Lim & Chai, 2008). These findings show that teachers generally lack the TPACK for designing meaningful learning with ICT.…”