Joan HughesThe Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy

Jessica Barron and Adam Wasilko

Introduction

• When you were in gradeschool, what teachers used technology?

• Did they embrace new technologies or did they stick to traditional methods unless forced to use technology?

• How did this impact your experience as a student?

• How did it inspire YOU to use new technologies?

Overview

• Literature Review• Purpose of Study• Method• Results• Discussion

Literature Review

• Benefit to creating new learning experiences

• Prior knowledge effects future learning• Pedagogical content each specific discipline

• Technology use within each discipline• Literature may help make the connections

Literature Review: Nature of Effective Learning Experiences

• Learning experiences provide opportunities for teachers

• Providing alternatives or dilemmas may impel teachers

• Few teachers have access to quality professional development

Literature Review: Technology Supported Pedagogy

Technology supported pedagogy may be captured through three categories

• Technology functioning as replacement

• Amplification• Transformation

Purpose of Study

The research questions are: • What is the nature of practicing

teachers’ educational technology learning experiences?

• How do practicing teachers use technology to support their practice

• What role does teacher’s prior knowledge and learning experiences play in the building of technology supported pedagogy?

Method

Participants• Multiple cases were chosen• Participants were asked to describe

described their technology usage, teaching experience, technology-learning experiences and site based technology resources

• All cases involved the English Language Arts content area

Method

Data Source and Analysis

• Semi-biographical interviews were tape recorded and transcribed

• Three direct observations were conducted• Evidence was compiled and collected and

coded in a database that facilitated analysis

• Each case was analyzed individually and then cross examined

Results: Neil

• Educational technology learning experiences

• Classroom Based Technology Use• Interaction between professional

knowledge, technology learning and practice

Results: Doug

• Educational technology learning experiences

• Classroom Based Technology Use• Interaction between professional

knowledge, technology learning and practice

Results: Roger

• Educational technology learning experiences

• Classroom Based Technology Use• Interaction between professional

knowledge, technology learning and practice

Results: Laura

• Educational technology learning experiences

• Classroom Based Technology Use• Interaction between professional

knowledge, technology learning and practice

Cross Case Analysis

• All four found introduction to technology through an informal learning experienceo Formal training was available, but no connections

were made to current knowledge based, i.e., it didn’t “stick”

• Introduction to new technology made teachers rethink their methodology

• Information on technology outside of content area was not ultimately used

• General technology topics, rather than specific uses, with no connection to content area were not utilized in the classroom

Discussion

• The interpretation of new technology is a result of past experiences and history as a teachero Alternative practices allowed teachers to

examine their own styles and methodso Often times technology simply replaced old

methodologyo Content based technology leads to content

based pedagogy

• Teachers can learn from each other’s practiceso Laura might’ve used Rogers example of

PowerPoint in the classroom

Conclusion

• The results have significance in the way of professional training and preparation for teachers

• Professional development through content specific collaboration

• Not always true that younger teachers have more to offer, often veteran teachers can make a pedagogical link that new teachers can’t

• Training should deepen teacher knowledge to foster real, and valuable change, in practice

• Future research: subject matter technology groups