A view into teachers' digital pedagogical portfolios showing evidence of their Technological Pedagogical Reasoning

Abstract

This paper is a report on the findings of a study undertaken with a number of teachers who have completed their SMART Classrooms Professional Development Framework - Digital Pedagogical License (SCPDF-DPL). These SCPDF-DPL's provide rich descriptions of a teacher's professional values, relationships, knowledge and practice with using digital technologies. This study extends Shulman's (1986, 1987) work on pedagogical reasoning to include technology. The aim of this study is to understand how teachers, across various career stages, reason with technology. As part of this research project, teachers have given access to their online SCDPL-Digital Pedagogical License. These SCPDF-DPLs were reviewed using Shulman's Model of Pedagogical Reasoning and Action as a lens. Findings indicate there is evidence of Pedagogical Reasoning with technology embedded in the portfolios of these four experienced teachers.