Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making

Autor/inn/en	Greenhow, Christine; Dexter, Sara; Hughes, Joan E.
Titel	Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making
Quelle	In: Science Education International, 19 (2008) 1, S.9-25 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Preservice Teachers; Technology Integration; Educational Technology; Pedagogical Content Knowledge; Experienced Teachers; Knowledge Level; Decision Making; Computer Simulation; Case Studies; Case Method (Teaching Technique); Performance Based Assessment; Knowledge Base for Teaching; Comparative Testing; Problem Solving; Multimedia Materials + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Pädagogische Kompetenz; Wissensbasis; Decision-making; Entscheidungsfindung; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Case method; Fallmethode; Leistungsermittlung; Teaching theory; Theory of teaching; Unterrichtstheorie; Problemlösen
Abstract	This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia scenarios to resolve complex problems of teaching with technology in a simulated school environment, inservice teachers outperformed preservice teachers on criteria measuring practical and pedagogical content knowledge about technology integration; however, preservice and inservice teachers scored similarly in their ability to make an instructional decision about technology. In addition, both preservice and inservice teachers demonstrated a lack of weighing competing options in the case and a lack of orientation toward reflective and adjustable practices. Overall, inservice teachers demonstrated consideration of a broader range of classroom- and school-level factors in making a technology integration decision. Understanding, capturing, and measuring these differences is essential to advance theory on the dimensions of technological pedagogical content knowledge, and how it develops in different teacher sub-groups to advance the work of teacher educators concerned with designing courses about technology integration appropriate to learners' needs. (Contains 4 tables.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10