Search results for author:"Ottavia Trevisan"
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Preservice teachers’ pedagogical reasoning and technology integration: the case of the missing click
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2122–2129
Teachers reasoning on teaching, learning, and technologies impacts greatly technological integration in education. However, the relationship between teachers’ pedagogical reasoning (PR) and technological pedagogical reasoning (TPR) can prove tricky. ...
Technological Pedagogical Content Knowledge in the literature: how TPCK is defined and implemented in initial teacher education
Italian Journal of Educational Technology Vol. 26, No. 1 (Jun 06, 2018) pp. 7–23
In recent decades, there has been increasing research interest in teachers’ competencesregarding the growing role of technologies in educational practices. These competences are grounded on a clear base of technological knowledge, along with the...
Language: English Translations: English, Italiano/Italian
TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132
In the last decades, TPCK (Mishra & Koehler, 2006; Angeli & Valanides, 2009) has come to the forefront of educational research, acknowledging the growing role of technologies in educational practices in the definition of teachers’ knowledge, with...
EdMedia + Innovate Learning 2021 (Jul 06, 2021) pp. 293–299
The quality of technology integration in education is influenced by the preparation of pre-service teachers for technological pedagogical reasoning and action (TPR&A). In the current study, we argue that pedagogical reasoning and action (PR&A) is at ...
Distance Teaching during the COVID-19 Pandemic: Perceptions of Higher Education Technology Uses in Italy and the USA
EdMedia + Innovate Learning 2021 (Jul 06, 2021) pp. 720–726
In this study focusing on distance teaching during the COVID-19 Pandemic, 75 higher education faculty in Italy and the USA responded to a survey circulated internationally. In Italy and in the USA, perceptions of the usefulness of and future...
Changes in Knowledge Structures Among Middle School Students Participating in Technology Infused Space Science Engagement Activities
EdMedia + Innovate Learning 2022 (Jun 20, 2022) pp. 731–736
The significance of attitudes in shaping middle school students' STEM career aspirations and STEM dispositions is vital in preparing students for a future in a STEM profession. The purpose of this study was to identify middle school students’...
EdMedia + Innovate Learning 2022 (Jun 20, 2022) pp. 872–878
In an international study conducted between July and November 2021, 47 higher education faculty in Italy and the USA answered a survey on distance teaching during the COVID-19 pandemic. Both contexts revealed many similarities regarding perceptions...
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1627–1631
This paper reports on research on middle-schoolers attitudes towards STEM learning and careers. A questionnaire investigated 41 middle-schoolers’ understanding of STEM topics related to space science and their intentions to pursue a career in this...
Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1
Joke Voogt; Michael Phillips; Ottavia Trevisan; Marina de Rossi; Anneke Smits; Henk La Roi; Roland Bruijn; Judi Harris; Mark Hofer; Petra Fisser
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 13–16
In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective ...
Preparing (student-)teachers in using technology in their teaching: An international perspective – Part 1
Joke Voogt; Henk Sligte; Anneke Smits; Ottavia Trevisan; Marina de Rossi; Erkko Sointu; Teemu Valtonen; Matthew C. Lambert; Jenni Kankaanpää; Laura Hirsto; Kati Mäkitalo-Siegl; Jo Tondeur
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 675–678
A teacher’s Technological pedagogical Content Knowledge (TPACK) not only reflects what a teacher does with technology (the pedagogical actions), but, more importantly needs to reflect why teachers use specific technology to help students learn. The...