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ERIC Number: EJ890877
Record Type: Journal
Publication Date: 2008-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-2077-2327
Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making
Greenhow, Christine; Dexter, Sara; Hughes, Joan E.
Science Education International, v19 n1 p9-25 Mar 2008
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A