How do student teachers approach the collaborative design of technology-enhanced learning materials? A case study exploration of student teachers’ pedagogical reasoning in design talk
- Author
- Bram Cabbeke (UGent) , Tijs Rotsaert (UGent) and Tammy Schellens (UGent)
- Organization
- Abstract
- Training pre-service teachers’ (PSTs) technology-enhanced learning design capabilities is a challenging task. Aside from having strong knowledge basis and positive technology-related dispositions, PSTs should learn to adopt sound technological pedagogical reasoning (TPR) when integrating technology. Nevertheless, little is known about the TPR student teachers adopt during their technology-integration efforts. This short paper describes the first results of an ongoing research project which contains an in-depth analysis of the design conversations of three groups of PSTs as they collaborate on a technology-enhanced learning design project. Recordings of five in-class design sessions of each group are being analyzed to understand the nature of PSTs’ TPR. During the SITE conference, we will discuss which TPR stages are represented in the design talk of PSTs as well as what sequences of TPR stages occur during PSTs’ collaborative design of technology-enhanced learning materials. The findings from this study will have implications for teacher training institutes in supporting student teachers’ decision-making processes when integrating technology.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01HWYX6HG4JATA7J4EQXJVNM86
- MLA
- Cabbeke, Bram, et al. “How Do Student Teachers Approach the Collaborative Design of Technology-Enhanced Learning Materials? A Case Study Exploration of Student Teachers’ Pedagogical Reasoning in Design Talk.” SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings, Association for the Advancement of Computing in Education (AACE), 2023, pp. 2421–27.
- APA
- Cabbeke, B., Rotsaert, T., & Schellens, T. (2023). How do student teachers approach the collaborative design of technology-enhanced learning materials? A case study exploration of student teachers’ pedagogical reasoning in design talk. SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings, 2421–2427. New Orleans: Association for the Advancement of Computing in Education (AACE).
- Chicago author-date
- Cabbeke, Bram, Tijs Rotsaert, and Tammy Schellens. 2023. “How Do Student Teachers Approach the Collaborative Design of Technology-Enhanced Learning Materials? A Case Study Exploration of Student Teachers’ Pedagogical Reasoning in Design Talk.” In SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings, 2421–27. New Orleans: Association for the Advancement of Computing in Education (AACE).
- Chicago author-date (all authors)
- Cabbeke, Bram, Tijs Rotsaert, and Tammy Schellens. 2023. “How Do Student Teachers Approach the Collaborative Design of Technology-Enhanced Learning Materials? A Case Study Exploration of Student Teachers’ Pedagogical Reasoning in Design Talk.” In SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings, 2421–2427. New Orleans: Association for the Advancement of Computing in Education (AACE).
- Vancouver
- 1.Cabbeke B, Rotsaert T, Schellens T. How do student teachers approach the collaborative design of technology-enhanced learning materials? A case study exploration of student teachers’ pedagogical reasoning in design talk. In: SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings. New Orleans: Association for the Advancement of Computing in Education (AACE); 2023. p. 2421–7.
- IEEE
- [1]B. Cabbeke, T. Rotsaert, and T. Schellens, “How do student teachers approach the collaborative design of technology-enhanced learning materials? A case study exploration of student teachers’ pedagogical reasoning in design talk,” in SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings, New Orleans, LA, 2023, pp. 2421–2427.
@inproceedings{01HWYX6HG4JATA7J4EQXJVNM86,
abstract = {{Training pre-service teachers’ (PSTs) technology-enhanced learning design capabilities is a challenging task. Aside from having strong knowledge basis and positive technology-related dispositions, PSTs should learn to adopt sound technological pedagogical reasoning (TPR) when integrating technology. Nevertheless, little is known about the TPR student teachers adopt during their technology-integration efforts. This short paper describes the first results of an ongoing research project which contains an in-depth analysis of the design conversations of three groups of PSTs as they collaborate on a technology-enhanced learning design project. Recordings of five in-class design sessions of each group are being analyzed to understand the nature of PSTs’ TPR. During the SITE conference, we will discuss which TPR stages are represented in the design talk of PSTs as well as what sequences of TPR stages occur during PSTs’ collaborative design of technology-enhanced learning materials. The findings from this study will have implications for teacher training institutes in supporting student teachers’ decision-making processes when integrating technology.}},
author = {{Cabbeke, Bram and Rotsaert, Tijs and Schellens, Tammy}},
booktitle = {{SITE 2023 : Society for Information Technology & Teacher Education International Conference, Proceedings}},
language = {{eng}},
location = {{New Orleans, LA}},
pages = {{2421--2427}},
publisher = {{Association for the Advancement of Computing in Education (AACE)}},
title = {{How do student teachers approach the collaborative design of technology-enhanced learning materials? A case study exploration of student teachers’ pedagogical reasoning in design talk}},
url = {{https://www.learntechlib.org/p/222140}},
year = {{2023}},
}