Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

Autor/inn/en	Dalal, Medha; Archambault, Leanna; Shelton, Catharyn
Titel	Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making
Quelle	In: Journal of Research on Technology in Education, 49 (2017) 3-4, S.117-133 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dalal, Medha) ORCID (Archambault, Leanna) ORCID (Shelton, Catharyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2017.1314780
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Teaching Methods; Decision Making; Faculty Development; Secondary School Teachers; Program Design; International Education; Mixed Methods Research; Teacher Surveys; Teacher Attitudes; Course Descriptions; Foreign Nationals; Outcomes of Education; Foreign Countries; Bangladesh; Brazil; Egypt; India; Indonesia; Kenya; Tanzania + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Programme design; Programmaufbau; Programmplanung; Internationale Erziehung; Lehrerverhalten; Kursstrukturplan; Ausländer; Ausländerin; Lernleistung; Schulerfolg; Ausland; Bangladesch; Brasilien; Ägypten; Indien; Indonesien; Kenia; Tansania
Abstract	This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge (TPACK) framework and (b) a design task to understand their rationale behind technology integration decisions. As a group (N = 16), international teachers reported increased abilities in all TPACK domains. Qualitative analysis of their rationales revealed that though teachers learned to consider the affordances of technology, technology access issues were pivotal in their choice and use of technology in instruction planning. With education becoming increasingly global, the study has implications for the motivation and design of technology professional development programs for international teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01