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ERIC Number: EJ958913
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1449-5554
Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers
Figg, Candace; Jamani, Kamini Jaipal
Australasian Journal of Educational Technology, v27 n7 p1227-1246 2011
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.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 8; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada