Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Education and Information Technologies
Erschienen in: Education and Information Technologies 4/2016

30.09.2014

Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge

verfasst von: Sini Kontkanen, Patrick Dillon, Teemu Valtonen, Sami Renkola, Mikko Vesisenaho, Pertti Väisänen

Erschienen in: Education and Information Technologies | Ausgabe 4/2016

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers.
Vorheriger Artikel Using learning management systems in business and economics studies in Hungarian higher education
Nächster Artikel Using educational technology to develop early literacy skills in Sub-Saharan Africa

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300.CrossRef
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302.CrossRef
Archambaulta, L., & Barnetta, J. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers and Education, 55(4), 1656–1662.CrossRef
Bennett, S., Maton, K., & Kervin, L. (2008). The digital natives debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.CrossRef
Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching high-order skills in reading and writing. Curriculum Inquiry, 17(1), 9–30.CrossRef
Brantley-Dias, L., & Ertmer, P. (2013). Goldilocks and TPACK: Is the construct “Just Right?”. Journal of Research on Technology in Education, 46(2), 103–128.CrossRef
Chan, T., Roschelle, J., Hsi, S., Kinshuk, W., Sharples, M., Brown, T., Patton, C., Cherniavsky, J., Pea, R., Norris, C., Soloway, E., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C., Milrad, M., & Hoppe, U. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3–29.CrossRef
Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers and Education, 57(1), 1184–1193.CrossRef
Chai, C., Teo, T., & Lee, B. (2010). Modelling the relationships among beliefs about learning, knowledge, and teaching of pre-service teachers in Singapore. The Asia-Pacific Education Researcher, 19(1), 25–42.CrossRef
Elo, S., & Kyngäs, S. H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115.CrossRef
Commission, E. (2013). Survey of Schools: ICT in Education (Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools). Content & Technology: A study prepared for the European Commission DG Communications Networks.
Ferdig, R. E. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760.CrossRef
Finger, G., Jamieson-Proctor, R. & Albion, P. (2012). Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia. Paper present at the Australian Computers in Education Conference (ACEC): Digital diversity. Melbourne April 6–9. Retrieved from: eprints.usq.edu.au/89771/I/Finge_Jamieson_Proctor_AlbionAV.pdf.
Gao, P., Chee, T. S., Wang, L., Wong, A., & Choy, D. (2011). Self reflection and pre-service teachers’ technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies. Australasian Journal of Educational Technology, 27(6), 997–1013.CrossRef
Gibbs, G. (2007). Analyzing qualitative data. London: Sage Publications.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960.CrossRef
Hofer, M., & Harris, J. (2010). Differentiating TPACK development: Using learning activity types with inservice and preservice teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3857–3864). Chesapeake: AACE.
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? Computers and Education, 54(3), 722–732.CrossRef
Kankaanranta M. & Puhakka E. (2008). Kohti innovatiivista tietotekniikan opetuskäyttöä. Kansainvälisen SITES 2006 –tutkimuksen tuloksia [Toward innovative ways to use ICT in teaching – Results from international SITES 2006 research]. Finnish Institute for Educational Research. University of Jyväskylä
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122.CrossRef
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.CrossRef
Koehler, M. J., & Mishra, P. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York and London: Routledge.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content (TPACK)? Journal of Education, 193(3), 13–19.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101–111). New York: Springer.CrossRef
Koschmann, T. (1996). Paradigm shifts and instructional technology. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1–23). Mahwah: Lawrence, Erlbaum.
Kukkonen, J. E., Kärkkäinen, S., Dillon, P., & Keinonen, T. (2013) The effects of scaffolded simulation-based inquiry learning on fifth-graders' representations of the greenhouse effect. International Journal of Science Education, http://​dx.​doi.​org/​10.​1080/​09500693.​2013.​782452.
Lee, E., Brown, M. N., Luft, J. A., & Roehrig, G. H. (2007). Assessing beginning secondary science teachers’ PCK: Pilot year results. School Science and Mathematics, 107(2), 52–60.CrossRef
Lei, J. (2009). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97.
Meagher, M., Özgün-Koca, S. A., & Edwards, M. T. (2011). Preservice teachers’ experiences with advanced technologies: The interplay between technology in a preservice classroom and in field placements. Contemporary Issues in Technology and Teacher Education, 11(3), 243–270.
Miles, M. B., & Huberman, M. (Eds.). (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). UK: Sage Publications.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.CrossRef
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.CrossRef
Özgün-Koca, S. A., Meagher, M., & Edwards, M. T. (2009). Preservice Teachers’ Emerging TPACK in a Technology-Rich Methods Class. The Mathematics Educator, 19(2), 10–20.
Pamuk, S. (2011). Understanding pre-service teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425–439.CrossRef
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870.CrossRef
Rogers, M. (1995). Diffusion of innovations. New York: Free Press.
Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45–61.CrossRef
Savenye, W. C., & Robinson, R. S. (2005). Using qualitative research methods in higher education. Journal of Computing in Higher Education, 16(2), 65–95.CrossRef
Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2, 171–176.CrossRef
Shulman, L. S. (1986). Those Who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRef
So, H.-J., Choi, H., Lim, W. Y., & Xiong, Y. (2012). Little experience with ICT: Are they really the Net generation student-teachers? Computers and Education, 59(4), 1234–1245.CrossRef
Tapscott, D. (2009). Grown Up digital: How the Net generation is changing your world. New York: McGraw-Hill.
Valtonen, T., Dillon, P., Hacklin, S., & Väisänen, P. (2010). Net generation at social software: Challenging assumptions, clarifying relationships and raising implications for learning. International Journal of Educational Research, 49(6), 210–219.CrossRef
Valtonen, T., Pöntinen, S., Kukkonen, J., Dillon, P., Väisänen, P., & Hacklin, S. (2011). Confronting the technological pedagogical knowledge of Finnish Net generation student teachers. Technology, Pedagogy and Education, 20(1), 3–18.CrossRef
Vesisenaho, M., & Dillon, P. (2013). Localizing and contextualizing information and communication technology in education: A cultural ecological framework. Culture and Society: Pedagogy. 21 (2).
Voogt, J., Fisser, P., Roblin, N., Tondeur, J., & Braakt, J. (2013). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.CrossRef
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Gaer, E., & Monseur, C. (2013). The use of ICT in education: a survey of schools in Europe. European Journal of Education, 48(1), 11–27.CrossRef
Metadaten
Titel
Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge
verfasst von
Sini Kontkanen
Patrick Dillon
Teemu Valtonen
Sami Renkola
Mikko Vesisenaho
Pertti Väisänen
Publikationsdatum
30.09.2014
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 4/2016
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-014-9361-5

Weitere Artikel der Ausgabe 4/2016

Education and Information Technologies 4/2016 Zur Ausgabe

OriginalPaper

Using learning management systems in business and economics studies in Hungarian higher education

OriginalPaper

Using educational technology to develop early literacy skills in Sub-Saharan Africa

EditorialNotes

Editorial for EAIT 2016, Issue 4

OriginalPaper

The K-12 educational technology value chain: Apps for kids, tools for teachers and levers for reform

OriginalPaper

Strategies for effective faculty involvement in online activities aimed at promoting critical thinking and deep learning

OriginalPaper

Student perceptions in the design of a computer card game for learning computer literacy issues: a case study

Premium Partner

    Bildnachweise