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Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-year Literature Gap
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, , William & Mary School of Education, United States

AACE Award

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

Abstract

Which topics were addressed, and in what sequence(s) did they appear, in experienced K-12 teachers’ instructional plans that incorporate students’ educational technology use? Eight volunteer classroom teachers with expertise in a broad variety of curricula and instructional levels participated in a university-sponsored professional learning program that helped them to explore ways to plan technology-enhanced, curriculum standards-specific lessons, units, and projects. Data were generated through individual participants’ think-aloud and group reflection audio recordings, plus follow-up interviews with two participants that occurred after the planned units were taught. Many individual differences in planning topics and sequences were noted when the data were analyzed. Overall, the teachers’ TPCK/TPACK-based pedagogical reasoning first emphasized curriculum content, then knowledge of students and/or learning activities. Technological considerations were voiced far less often than those regarding content, students, and learning activities, but did increase when participants used planning aids that matched recommended educational technologies to specific types of learning activities.

Citation

Hofer, M. & Harris, J. (2019). Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-year Literature Gap. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2443-2452). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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