SLO ● nationaal expertisecentrum leerplanontwikkeling
Petra Fisser
international conference on new teacher competencies
En...
Technology integration competencies
• Competency: the integration of knowledge,
skills and attitude
• For technology integ...
For effective technology integration...
• Effective technology integration in education
requires knowledge, skills, attitu...
For effective technology integration...
• Effective technology integration in education
requires knowledge, skills, attitu...
For effective technology integration...
• Effective technology integration in education
requires knowledge, skills, attitu...
...knowledge is needed...
• This involves knowledge about the aims and
the content of that what should be learned,
knowled...
...knowledge is needed...
• This involves knowledge about the aims and
the content of that what should be learned,
knowled...
...awareness is needed...
• Moreover, it implies that teachers are aware
of the possibilities that different technologies
...
...awareness is needed...
• Moreover, it implies that teachers are aware
of the possibilities that different technologies
...
.. to be able to plan, enact and reason
• But: knowing about all this is not sufficient for
technology integration.
• Teac...
In other words..
• It is important to know how technology
should be integrated in education, but also
why it is done it in...
Meijer, 1999http://www.evolllution.com/wp-content/uploads/2012/10/reflective-teaching.jpghttp://teaching.monster.com/caree...
Do teachers have the compentencies?
• Recent study by Joke Voogt, Johan van Braak,
Maaike Heitink, Liesbet Verplanken, Amb...
Video cases
• Teachers were invited to
–submit video cases (N=157) according to a
specific protocol (introduction – practi...
Fit, professional reasoning & match
• Fit (effective teaching) = the technology
strengthens the content, pedagogy, or both...
Fit, professional reasoning & match
• The extent to which teacher reason
professional = richness of professional
reasoning...
Fit, professional reasoning & match
• Match = a match between professional reasoning and
the fit
• Observation scores:
– M...
No
Technology
strengthens
content
Technology
strengthens
pedagogy
Technology
strengthens
content &
pedagogy
Fit
agreement
...
Results
• In only half of the cases a match between
professional reasoning and actual practice was
observed
• Professional...
Competency "making deliberate choices"
• Indicators for the competency are:
– Technology is used to strengthen effective t...
What is needed?
• Positive attitude
• Knowledge and skills
(TPACK Core)
• Self-efficacy
• The interaction
between these th...
How to develop the competencies?
• Several attempts are made,
successful and less successful
– Pre- and in-service teacher...
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 qu...
Home l Over deze site l Contact
Didactische ict-bekwaamheid & kwaliteitsvolle didactiek
over deze website:
waarom een
modu...
More about the video cases
• In the workshop!
More information?
• Petra Fisser, p.fisser@slo.nl
www.slo.nl / www.tpack.org / www.tpack.nl
http://www.kennisnet.nl/onde...
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2014-06-03 Teachers' Technology Integration Competencies

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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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2014-06-03 Teachers' Technology Integration Competencies

  1. 1. SLO ● nationaal expertisecentrum leerplanontwikkeling Petra Fisser international conference on new teacher competencies Enschede, June 3, 2014 Teachers' technology integration competencies.. and making deliberate choices
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. ...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
  7. 7. ...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
  8. 8. ...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
  9. 9. ...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
  10. 10. .. 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
  11. 11. 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. + =
  12. 12. Meijer, 1999http://www.evolllution.com/wp-content/uploads/2012/10/reflective-teaching.jpghttp://teaching.monster.com/careers/articles/9859-save-a-teaching-interview-gone-wrong Subject matter Student characteristics Learning processes Goals Curriculum Instruction Conceptual understanding Technology
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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)
  18. 18. 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 Professionalreasoning • Instruction • Student characteristics • Goals • Subject matter • Learning processes • Curriculum • Conceptual understanding
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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”!
  23. 23. How to proceed? • Teachers have to learn how to reason professionally • But.. reflection ≠ reasoning (?) Shulman, 1987
  24. 24. How to proceed? • Teachers have to learn how to reason professionally • Other experts do!
  25. 25. 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..
  26. 26. Home l Over deze site l Contact Didactische ict-bekwaamheid & kwaliteitsvolle didactiek over deze website: waarom een module ict & kwaliteitsvolle didactiek? QuickScan waar staat u met ict in het onderwijs? ga direct naar de professionaliseringsmodule (of doe eerst de QuickScan voor een advies!) zoeken naar meer video- fragmenten achtergrondinformatie ict in het leerplan: waar past het? Disclaimer l Sitemap How to proceed?
  27. 27. More about the video cases • In the workshop!
  28. 28. More information? • Petra Fisser, p.fisser@slo.nl 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
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