Learning and Teaching with Technology: Technological Pedagogy and Teacher Practice

Abstract

teacher learning and classroom practice. We define and discuss technologyrich environments, which encompass a complex combination of tools, curricula, contexts, and teachers. We will point out that technocentrist approaches (see discussion in Papert, 1990) persist in the classroom and note their counterproductive nature. We then conceptualize technological pedagogy within the framework of technological pedagogical content knowledge (TPACK) (Koehler & Mishra, 2009), which presents a useful way to situate technology and teacher knowledge. Finally, we broaden our view to examine technological contexts across a number of settings and the impact of sociocultural factors on the use of technology and the enactment of technological pedagogy. In exploring varied teaching contexts, we identify emerging characteristics that support or hinder teacher learning of technological pedagogy and implementation of high quality instruction. In particular, we examine barriers that teachers and schools are likely to confront in developing teacher technological pedagogy and practice. We consider both pre-service teacher education programs and in-service teacher professional development (PD), and their roles in promoting teacher technological pedagogy and improved classroom practice. We look at affordances in existing pre-service and in-service programs, and make recommendations for productive approaches to improve teacher technological pedagogy.

Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung

“…Allerdings ist die mit TEL verbundene Medienwirkungsforschung bereits seit ihren Anfängen massiv umstritten, da sie zu stark auf die Technologie und zu wenig auf den Lernprozess bezogen ist (Zinger et al. 2017 ). Der prominenteste Kritiker Richard Clark ( 1983 ) geht dabei davon aus, dass es sich bei den oben beschriebenen Effekten um das Ergebnis einer Konfundierung von Medium und Instruktionsmethode handelt.…”

“…Vor diesem Hintergrund rückt die Frage in den Vordergrund, wie guter Unterricht mit digitalen Medien (technology-enhanced teaching) gestaltet sein muss und welche Kompetenzen Lehrpersonen dafür aufweisen müssen (vgl. Zinger et al 2017).…”

Examining Technology for Teaching and Learning

“…What was once learned as important today may be just a minor piece of knowledge tomorrow. Finding information as needed is as important, or more important, than knowing facts that may be obsolete in a short amount of time (Zinger, Tate, & Warschauer, 2018). Exposing students to the wealth of information sources becomes the job of the teacher and that knowledge is available through the technology of today's world, particularly through the Internet (Semerci & Aydin, 2018).…”

Student Teachers Promoting Democratic Engagement Using Social Media in Teaching

“…One important example of this is the TPACK model 5 developed by Koehler and Mishra (2009), often used to examine the integration of technological knowledge, pedagogical knowledge and content knowledge (cf. Zinger, Tate and Warschauer, 2018). A third field of empirical studies focus on the level of digital competence in the field of practice.…”