Emphasis and Sequence in Technological Pedagogical and Content Knowledge–Based Instructional Planning: Teachers' Pedagogical Reasoning With Educational Technologies

• In Event: 15.057 - Development of Technological Pedagogical and Content Knowledge

Abstract

What is the nature of experienced K-12 teachers’ pedagogical reasoning when planning instruction that incorporates students’ use of educational technologies? Eight volunteer classroom teachers with expertise in a broad variety of curricula and instructional levels participated in a university-sponsored professional learning program that helped them to explore multiple ways to plan curriculum standards-specific lessons, units, and projects incorporating educational technologies. Data from individual think-alouds and group reflections, plus follow-up interviews after the planned units were taught, were generated and analyzed. Overall, teachers’ TPACK-based pedagogical reasoning first emphasized curriculum content, then knowledge of students and/or learning activities. Contextual information was referenced minimally. Technological considerations were voiced far less than those regarding content, students, and learning activities. Many individual differences were noted.

Authors

• Judith B. Harris, College of William and Mary

• Mark J. Hofer, College of William and Mary