Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers

Autor/inn/en	Figg, Candace; Jamani, Kamini Jaipal
Titel	Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 7, S.1227-1246 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Learner Engagement; Teacher Characteristics; Educational Technology; Pedagogical Content Knowledge; Teaching Methods; Social Studies; Science Instruction; Worksheets; Instructional Materials; Flow Charts; Elementary School Teachers; Preservice Teachers; Student Teaching; Lesson Plans; Grade 4; Grade 8; Case Studies; Interviews; Content Analysis; Qualitative Research; Observation; Questionnaires; Computer Assisted Instruction; Technology Integration; Canada + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Lesson planning; Unterrichtsplanung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Inhaltsanalyse; Qualitative Forschung; Beobachtung; Fragebogen; Computer based training; Computerunterstützter Unterricht; Kanada
Abstract	Two approaches to teaching with technology to highlight practice-based teacher knowledge and actions for teaching technologically enhanced lessons are presented. Participants were two elementary pre-service teachers teaching during practicum. Qualitative data sources included verbatim transcripts of participant interviews, field notes of planning and support sessions, and classroom observations. Teacher lesson plans and student work samples triangulated data. Cross case analysis revealed that "content-centric" pedagogy--focusing lesson design on a specific content learning outcome, rather than technical skill--promoted student engagement and learning of both content and technical skill. Additionally, some pedagogical knowledge characteristics, reflected in specific teacher actions related to planning and implementation of technology-enhanced lessons, were fundamental across the two subject areas investigated. For novice elementary teachers, explicit communication of generic technology pedagogical knowledge characteristics, supported by concrete examples of teacher actions, may contribute to teachers experiencing a degree of success during their initial attempts at teaching with technology. (Contains 1 table, 2 figures and 3 endnotes.) (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: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10