What is Technological Pedagogical Reasoning and what influences its development?

Abstract

This poster presents the findings of a research project that is being finalised for the award of Doctor of Philosophy at Griffith University. Using Shulman’s Model of Pedagogical Reasoning and Action, this project has used a triangulated approach to understand how six Queensland teachers pedagogically reasoning with technology at different career points. Data has been collected from video stimulated interviews, a concept map, a think aloud interview and access to the teachers digital portfolio either prepared as part of the Smart Classroom Professional Development Framework or teacher education. The aim of this study is to understand how teachers Technological Pedagogical Reasoning (TPR) and what influences them to TPR. The findings present a Model of Technological Pedagogical Reasoning plus an addition to the Shulman’s Knowledge Base for Teaching – Technology Knowledge. The author posits there is a difference between the new Technology Knowledge base and Technological Pedagogical Content Knowledge (TPACK).