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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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