Confronting the Technological Pedagogical Knowledge of Finnish Net Generation Student Teachers

Autor/inn/en	Valtonen, Teemu; Pontinen, Susanna; Kukkonen, Jari; Dillon, Patrick; Vaisanen, Pertti; Hacklin, Stina
Titel	Confronting the Technological Pedagogical Knowledge of Finnish Net Generation Student Teachers
Quelle	In: Technology, Pedagogy and Education, 20 (2011) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Teacher Education; Learning Modules; Pedagogical Content Knowledge; Teaching Methods; Technological Literacy; Foreign Countries; Questionnaires; Student Teacher Attitudes; Student Developed Materials; Media Adaptation; Technology Uses in Education; Technology Integration; Generational Differences; Teaching Skills; Performance Based Assessment; Finland + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Learning module; Lernmodul; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Ausland; Fragebogen; Medienverwendung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Leistungsermittlung; Finnland
Abstract	The research reported here is concerned with a critical examination of some of the assumptions concerning the "Net Generation" capabilities of 74 first-year student teachers in a Finnish university. There are assumptions that: (i) Net Generation students are adept at learning through discovery and thinking in a hypertext-like manner (Oblinger & Oblinger, 2005; Prensky, 2001); and (ii) when they enter the teaching profession, members of this generation will be able to transfer these characteristics into their teaching practices (Prensky, 2001). The research is formulated around an extended framework for student teachers' technological pedagogical knowledge. The students designed learning modules incorporating the use of information and communication technology (ICT). The learning modules were subjected to document and artefact analysis incorporating concept-driven coding. Supplementary data were collected through a questionnaire concerned with the students' adoption of new technologies. The findings suggest that assumptions about Net Generation student teachers' abilities to adopt and adapt ICT in their teaching are highly questionable and that greater attention should be given to the development of their technological pedagogical knowledge. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10