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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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SLO ● nationaal expertisecentrum leerplanontwikkeling
Petra Fisser
international conference on new teacher competencies
Enschede, June 3, 2014
Teachers' technology integration
competencies..
and making deliberate choices
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
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
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
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
...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
...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
...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
...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
.. 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
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. + =
Meijer, 1999 http://www.evolllution.com/wp-content/uploads/2012/10/reflective-teaching.jpg http://teaching.monster.com/careers/articles/9859-save-a-teaching-interview-gone-wrong
Subject
matter
Student
characteristics
Learning
processes
Goals
Curriculum
Instruction Conceptual
understanding
Technology
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
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
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
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
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)
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
Pro
fessio
nal re
asonin
g
• Instruction
• Student characteristics
• Goals
• Subject matter
• Learning processes
• Curriculum
• Conceptual understanding
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
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
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
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 technology by design
– Policy measures
– etc.
• This has lead to more technology use in schools, but not to sufficient “fit” and “match”!
How to proceed?
• Teachers have to learn how to reason professionally
• But.. reflection ≠ reasoning (?)
Shulman, 1987
How to proceed?
• Teachers have to learn how to reason professionally
• Other experts do!
How to proceed?
• In preparation for professional reasoning teachers must be provided with opportunities to reflect and question their assumptions and prejudices
• a failure to do so may negatively impact their reasoning ability and consequently educational outcomes..
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How to proceed?
More about the video cases
• In the workshop!
More information?
• Petra Fisser, [email protected]
www.slo.nl / www.tpack.org / www.tpack.nl
http://www.kennisnet.nl/onderzoek/nieuws/didactische-ict-bekwaamheid-van-docenten
This presentation: http://www.slideshare.net/pfisser/2014-0603-docenter-teacher-competencies
