Examining the shaping of teachers’ pedagogical orientation for the use of technology
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Teachers’ current uses of technologies still tend to replicate traditional and/ or administrative practices, with research indicating that the pedagogies required for the effective integration of educational technologies are not yet in evidence amongst the majority of teachers. In order to conceptualise what could be considered effective pedagogies for the use of technology, greater understanding of what informs teachers’ particular approaches and how teachers come to change their approaches over time is required. Succinctly, what is needed is a deep understanding of a teacher’s developmental process for their conceptualisation of the relationship between technology and pedagogy. Through an in-depth, two-year case study methodology, three teachers’ journey to use game-based technologies in their classrooms was examined. The results provide valuable insights into the relationship between teachers’ pedagogical beliefs and practices about the use of technologies; trigger points in teachers’ journeys that influence change in their pedagogical orientation for the use of technology; and rich stories of innovation in teaching. This study has implications for teacher professional development and supporting effective technology integration.
Technology, Pedagogy and Education
© 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 09 Jan 2017, available online: http://www.tandfonline.com/doi/10.1080/1475939X.2016.1258369
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Specialist Studies in Education not elsewhere classified