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ERIC Number: EJ955355
Record Type: Journal
Publication Date: 2012-May
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0360-1315
Leveraging the Affordances of YouTube: The Role of Pedagogical Knowledge and Mental Models of Technology Functions for Lesson Planning with Technology
Krauskopf, Karsten; Zahn, Carmen; Hesse, Friedrich W.
Computers & Education, v58 n4 p1194-1206 May 2012
Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher's mental model of the tool's affordances. First we elaborate the theoretical integration of the notion of mental models and the Technological Pedagogical Content Knowledge (TPCK) framework. Then we report on a study where we investigated pedagogical knowledge in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect lesson plans for instructional use of this technology. We describe the active mental models of YouTube and present quantitative analyses suggesting mental models as mediators for the influence of pedagogical knowledge on participants' lesson planning. Results are discussed with regard to theoretical and research implications. (Contains 3 tables and 6 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany