2014-06-03 teachers' technology integration competencies

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Presentation at the International Conference on New Teacher Competencies, 3 June 2014. Effective technology integration in education requires knowledge, skills, attitudes, and self-efficacy of teachers in relation to combining technology with specific subject matter and a suitable pedagogy. This involves knowledge about the aims and the content of that what should be learned, but also knowledge about the role of the teacher and the activities of the students, about the location and time of learning, about assessment, and about the materials and resources that can be used. Moreover, it implies that teachers are aware of the possibilities that different technologies have to offer, that they are aware of the unique context in which they teach, and that they are capable of making appropriate choices in relation to this. However, knowing about all this is not sufficient for technology integration. It is believed that teachers' technology integration competencies should be demonstrated not only by the way he or she plans and enacts technology integration, but also by his or her capability to reason professionally about this. In other words, it is important to know how technology should be integrated in education, but also why it is done it in that way in that specific situation by making deliberate choices.

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  • 1. SLO nationaal expertisecentrum leerplanontwikkeling Petra Fisser international conference on new teacher competencies Enschede, June 3, 2014 Teachers' technology integration competencies.. and making deliberate choices
  • 2. Technology integration competencies Competency: the integration of knowledge, skills and attitude For technology integration and making deliberate choices: Knowledge and skills (technological pedagogical content knowledge) Attitude and beliefs Self efficacy and experiences of teachers
  • 3. For effective technology integration... Effective technology integration in education requires knowledge, skills, attitudes, and self- efficacy of teachers in relation to combining technology with specific subject matter and a suitable pedagogy. www.tpack.org
  • 4. For effective technology integration... Effective technology integration in education requires knowledge, skills, attitudes, and self- efficacy of teachers in relation to combining technology with specific subject matter and a suitable pedagogy. www.tpack.org
  • 5. For effective technology integration... Effective technology integration in education requires knowledge, skills, attitudes, and self- efficacy of teachers in relation to combining technology with specific subject matter and a suitable pedagogy. www.tpack.nl
  • 6. ...knowledge is needed... This involves knowledge about the aims and the content of that what should be learned, knowledge about the role of the teacher and the activities of the students, about the location and time of learning, about assessment, and about the materials and resources that can be used. www.slo.nl
  • 7. ...knowledge is needed... This involves knowledge about the aims and the content of that what should be learned, knowledge about the role of the teacher and the activities of the students, about the location and time of learning, about assessment, and about the materials and resources that can be used. www.slo.nl
  • 8. ...awareness is needed... Moreover, it implies that teachers are aware of the possibilities that different technologies have to offer, that they are aware of the unique context in which they teach, and that they are capable of making appropriate choices in relation to this. www.pedagogy.net
  • 9. ...awareness is needed... Moreover, it implies that teachers are aware of the possibilities that different technologies have to offer, that they are aware of the unique context in which they teach, and that they are capable of making appropriate choices in relation to this. www.pedagogy.net
  • 10. .. to be able to plan, enact and reason But: knowing about all this is not sufficient for technology integration. Teachers' technology integration competencies should not only be demonstrated by the way he or she plans and enacts technology integration but also by the capability to reason professionally about this Meijer, 1999 http://www.kennisnet.nl/onderzoek/nieuws/didactische-ict-bekwaamheid-van-docenten
  • 11. In other words.. It is important to know how technology should be integrated in education, but also why it is done it in that way in that specific situation by making deliberate choices. + =
  • 12. Meijer, 1999http://www.evolllution.com/wp-content/uploads/2012/10/reflective-teaching.jpghttp://teaching.monster.com/careers/articles/9859-save-a-teaching-interview-gone-wrong Subject matter Student characteristics Learning processes Goals Curriculum Instruction Conceptual understanding Technology
  • 13. Do teachers have the compentencies? Recent study by Joke Voogt, Johan van Braak, Maaike Heitink, Liesbet Verplanken, Amber Walraven and Petra Fisser To explore the potential of video clips to assess teachers competencies to integrate technology We wanted to know how teachers integrate technology and why they do what they do 13
  • 14. Video cases Teachers were invited to submit video cases (N=157) according to a specific protocol (introduction practice reflection) Fill in a questionnaire related to TPACK- core, ICT skills, and Beliefs (N=129) Each video case is about 10-12 minutes and was observed with a checklist 14
  • 15. Fit, professional reasoning & match Fit (effective teaching) = the technology strengthens the content, pedagogy, or both Observation scores: No The technology strengthens the content The technology strengthens the pedagogy The technology strengthens the content & the pedagogy
  • 16. Fit, professional reasoning & match The extent to which teacher reason professional = richness of professional reasoning Richness based on the number of times the teacher reasons professionally on different aspects
  • 17. Fit, professional reasoning & match Match = a match between professional reasoning and the fit Observation scores: Match on content: agreement between professional reasoning related to content and fit in teaching practice (technology strengthens the content) Match on pedagogy: agreement between professional reasoning related to pedagogy and fit in teaching practice (technology strengthens the pedagogy) Match on content & pedagogy: agreement between professional reasoning related to content & pedagogy and fit in teaching practice (technology strengthens the content & the pedagogy)
  • 18. No Technology strengthens content Technology strengthens pedagogy Technology strengthens content & pedagogy Fit agreement professional reasoning and fit (content) agreement professional reasoning and fit (pedagogy) agreement professional reasoning and fit (content & pedagogy) Match Professionalreasoning Instruction Student characteristics Goals Subject matter Learning processes Curriculum Conceptual understanding
  • 19. Results In only half of the cases a match between professional reasoning and actual practice was observed Professional reasoning: teachers had limited language to reason about technology use Facilitating learning processes Realization of goals Motivating students
  • 20. Competency "making deliberate choices" Indicators for the competency are: Technology is used to strengthen effective teaching Technology is essential or supportive for realising effective teaching Match between Reasoning and Practice Technology integration is more than TPACK, but being able to demonstrate TPACK in practice and reason about TPACK is an important indicator of a technology integration competency
  • 21. What is needed? Positive attitude Knowledge and skills (TPACK Core) Self-efficacy The interaction between these three influences professional reasoning Positive attitude TPACK Core Self-efficacy Technology integration
  • 22. How to develop the competencies? Several attempts are made, successful and less successful Pre- and in-service teacher training Learning to use tools individually Learning in teacher design teams / learning te

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