Preservice and inservice teachers' pedagogical reasoning underlying their most‐valued technology‐supported instructional activities

Journal of Computer Assisted LearningVolume 36, Issue 4 p. 549-568 ARTICLE Preservice and inservice teachers' pedagogical reasoning underlying their most-valued technology-supported instructional activities Joan E. Hughes, Corresponding Author Joan E. Hughes joanh@austin.utexas.edu orcid.org/0000-0002-9634-8890 Curriculum and Instruction Department, The University of Texas at Austin, Austin, Texas Correspondence Dr Joan E. Hughes, Curriculum and Instruction Department, The University of Texas at Austin, 1 University Station, Mailstop D5700, Austin, TX 78712. Email: joanh@austin.utexas.eduSearch for more papers by this authorYin Hong Cheah, Yin Hong Cheah Curriculum and Instruction Department, The University of Texas at Austin, Austin, TexasSearch for more papers by this authorYi Shi, Yi Shi Curriculum and Instruction Department, The University of Texas at Austin, Austin, TexasSearch for more papers by this authorKuei-Hui Hsiao, Kuei-Hui Hsiao Curriculum and Instruction Department, The University of Texas at Austin, Austin, TexasSearch for more papers by this author Joan E. Hughes, Corresponding Author Joan E. Hughes joanh@austin.utexas.edu orcid.org/0000-0002-9634-8890 Curriculum and Instruction Department, The University of Texas at Austin, Austin, Texas Correspondence Dr Joan E. Hughes, Curriculum and Instruction Department, The University of Texas at Austin, 1 University Station, Mailstop D5700, Austin, TX 78712. Email: joanh@austin.utexas.eduSearch for more papers by this authorYin Hong Cheah, Yin Hong Cheah Curriculum and Instruction Department, The University of Texas at Austin, Austin, TexasSearch for more papers by this authorYi Shi, Yi Shi Curriculum and Instruction Department, The University of Texas at Austin, Austin, TexasSearch for more papers by this authorKuei-Hui Hsiao, Kuei-Hui Hsiao Curriculum and Instruction Department, The University of Texas at Austin, Austin, TexasSearch for more papers by this author First published: 04 March 2020 https://doi.org/10.1111/jcal.12425Citations: 15 Peer Review The peer review history for this article is available at https://publons.com/publon/10.1111/jcal.12425. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most-valued technology-supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open-ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identified (a) the technology-supported activities and (b) the technical tools, target users, types of uses, rationales for use, and the TPACK underlying each activity. Preservice teachers described mostly teacher-focused and fewer student-focused techno-activities, and their reasoning for use focused on the technology's presentational and engagement effects. A majority of inservice teachers' techno-activities were student-focused, and their reasoning highlighted the technology's support for knowledge acquisition of higher-order cognitive skills and collaborative learning. The knowledge underlying all teachers' techno-activities was predominantly technological pedagogical knowledge (TPK), but inservice teachers also evidenced technological content knowledge (TCK). These results may reveal differences in the teachers' respective learning experiences in teacher education and professional development or reflect a professional maturation process in that it takes teachers time in the field as professionals to broaden their techno-activity repertoires to prioritize student-focus. Sharing the reasoning patterns in this study with teachers may assist them in developing deeper justifications for their technological work in the classroom. Lay Description What is already known about this topic The instructional use of technology in PK-12 education is predominantly teacher-focused and transmissive in nature. Teachers' perceived technological pedagogical content knowledge may not aptly reflect their behavioural intentions or smoothly translate into enacted, aligned actions in the classroom. Little is known about teachers' pedagogical reasoning underlying their choices of instructional technology use and its relationship to technological pedagogical content knowledge. What this paper adds Pre-service teachers described mostly teacher-focused techno-activities, and in-service teachers described more student-focused techno-activities. Pre-service and in-service teachers used different pedagogical reasoning for the same categories of technology-supported activities; thus they valued different technological features. Pre-service teachers applied less content-specific knowledge in their pedagogical reasoning as compared with in-service teachers, but both groups relied predominantly on technological pedagogical knowledge. Implications for practice and/or policy Pre-service teachers' prominent use of and value for presentational technologies may indicate that modelling student- and/or content-focused techno-activities is needed within teacher preparation. Cultivating and sharing teachers' pedagogical reasoning for technology-integrated lessons may increase teachers' awareness and support deeper justifications within their technological decision-making. CONFLICT OF INTEREST The authors declare no conflicts of interest. Open Research DATA AVAILABILITY STATEMENT The data that support the findings of this study are openly available in Texas Data Repository Dataverse at https://doi.org/10.18738/T8/OFAWKN (Hughes, 2020). Citing Literature Volume36, Issue4August 2020Pages 549-568 RelatedInformation