- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ professional reasoning and their technology use were investigated. Through video cases, 157 teachers demonstrated their technology use in practice and commented on the reasoning behind their actions. Results show that most technology use was intended to strengthen both pedagogy and subject matter, or else pedagogy alone. Reasons addressed making learning attractive for students, realizing educational goals and facilitating the learning process. The majority of teachers’ technology use in practice shows aspects of the knowledge transfer model of teaching. Most technology tools were used to support a learning activity; the use of technology was essential in only a few video cases. About half of the video cases showed alignment between reasoning and practice. The results contribute to better understanding of how teachers reason professionally about their technology use.
4. Discussion and conclusion
Decisions about how to use technology in education are up to teachers (Ertmer, 2005). The way teachers use technology in their teaching and learning practices is based on their reasoning about their professional work (Brown, 2009). This study focused on how teachers reason about the use of technology in their pedagogical practice.The first research question focused on teachers’ professional reasoning about their pedagogical use of technology. Although every category of professional reasoning (Meijer, 1999) was mentioned by teachers, on average, teachers covered only a limited number of reasoning categories when explaining their enactment of technology use in their practice. Most uses of technology were justified by reasoning about how their technology use strengthened both pedagogy and content or else pedagogy only. Overall, most teachers’ reasons for using technology were related to the attractiveness of the technological tool, realization of educational goals and facilitation of the learning process. A minority of teachers mentioned other reasons to use technology. Although most teachers reasoned about using technology to make the learning process more attractive for students, they indirectly assumed that technology’s ability to make teaching attractive contributes to its effectiveness for student learning. The same is true for teachers’ reasoning about efficiency. This suggests that teachers view efficiency and attractiveness as components that both lead to effectiveness of technology use for education. Other studies have also found evidence for a positive effect of technology on student learning that was linked with student engagement and motivation (e.g., Papastergiou, 2009). However, these studies have often focused on short-term effects. Concerns have been raised about the long-term effects, because increased motivation might arise from the novelty of technology use in the classroom. More research is needed to draw solid conclusions.