Expanding Teachers' Technological Pedagogical Reasoning with a Systems Pedagogical Approach

Autor/inn/en	Niess, Margaret L.; Gillow-Wiles, Henry
Titel	Expanding Teachers' Technological Pedagogical Reasoning with a Systems Pedagogical Approach
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 3, S.77-95 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Teaching Methods; Systems Approach; Pedagogical Content Knowledge; Technological Literacy; Schemata (Cognition); Mathematics Instruction; Technology Integration; Metacognition; Online Courses; Masters Programs; Mathematics Teachers; Communities of Practice; Course Content; Portfolios (Background Materials); Educational Technology; Case Studies; Secondary School Teachers; Student Centered Learning; Qualitative Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Systemischer Ansatz; Pädagogische Kompetenz; Technisches Wissen; Cognition; Schema; Kognition; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online course; Online-Kurs; Magister course; Magisterstudiengang; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Community; Kursprogramm; Unterrichtsmedien; Case study; Fallstudie; Case Study; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Qualitative Forschung
Abstract	A systems approach provides insight for expanding teachers' pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so they in turn are able to implement a systems pedagogical approach with their own students. Specific instructional strategies guide teachers in refining their mental models for integrating multiple technologies in teaching mathematics through their increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. This study focuses on the impact that a system of multiple technologies as pedagogical tools has on teachers' technological pedagogical reasoning as they integrate multiple technologies in their classrooms. A systems pedagogical understanding is at the core of teachers' enhancement of their technological pedagogical reasoning, and supports the transformation of their knowledge called technological pedagogical content knowledge. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01