Experiences, Discourse and Critical Reflections Reveal an Innovative Online Instructional Combination
Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study describes how the combination of online technological learning experiences with discourse and critical reflections influences K-12 in-service teachers’ transformation of their Technological Pedagogical Content Knowledge (TPACK). Key learning experiences model inquiry tasks where participants engage as students, learning about and with technologies through mathematics inquiries. The combination of the experiences with discourse in communities of learners and individual critical reflections transforms their four TPACK components (Niess, 2005). They discover the importance of using technologies to engage students in inquiry, communication and collaboration. The discourse engagement reveals the importance of shared knowledge development. The critical reflections underscore the transformations in their thinking to more student-centered instructional strategies when integrating technologies throughout their curriculum. The study provides detailed recommendations for teacher educators in the design of online learning experiences using discourse and critical reflections for transforming in-service teacher participants’ cognitive gains in TPACK.
Niess, M. (2019). Experiences, Discourse and Critical Reflections Reveal an Innovative Online Instructional Combination. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2499-2507). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)
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