2014-06-03 Teachers' Technology Integration Competencies

1. 1. SLO ● nationaal expertisecentrum leerplanontwikkeling Petra Fisser

international conference on new teacher competencies Enschede, June 3,
2014 Teachers' technology integration competencies.. and making
deliberate choices
2. 2. Technology integration competencies • Competency: the integration of
knowledge, skills and attitude • For technology integration and making
deliberate choices: – Knowledge and skills (technological pedagogical
content knowledge) – Attitude and beliefs – Self efficacy and experiences
of teachers
3. 3. For effective technology integration... • Effective technology integration
in education requires knowledge, skills, attitudes, and self- efficacy of
teachers in relation to combining technology with specific subject matter
and a suitable pedagogy. www.tpack.org
4. 4. For effective technology integration... • Effective technology integration
in education requires knowledge, skills, attitudes, and self- efficacy of
teachers in relation to combining technology with specific subject matter
and a suitable pedagogy. www.tpack.org
5. 5. For effective technology integration... • Effective technology integration
in education requires knowledge, skills, attitudes, and self- efficacy of
teachers in relation to combining technology with specific subject matter
and a suitable pedagogy. www.tpack.nl
6. 6. ...knowledge is needed... • This involves knowledge about the aims and
the content of that what should be learned, knowledge about the role of the
teacher and the activities of the students, about the location and time of
learning, about assessment, and about the materials and resources that
can be used. www.slo.nl
7. 7. ...knowledge is needed... • This involves knowledge about the aims and
the content of that what should be learned, knowledge about the role of the
teacher and the activities of the students, about the location and time of
learning, about assessment, and about the materials and resources that
can be used. www.slo.nl
8. 8. ...awareness is needed... • Moreover, it implies that teachers are aware
of the possibilities that different technologies have to offer, that they are
aware of the unique context in which they teach, and that they are capable
of making appropriate choices in relation to this. www.pedagogy.net
9. 9. ...awareness is needed... • Moreover, it implies that teachers are aware
of the possibilities that different technologies have to offer, that they are
aware of the unique context in which they teach, and that they are capable
of making appropriate choices in relation to this. www.pedagogy.net
10. 10. .. to be able to plan, enact and reason • But: knowing about all this is
not sufficient for technology integration. • Teachers' technology integration
 competencies should not only be demonstrated by the way he or she plans
and enacts technology integration • but also by the capability to reason
professionally about this Meijer, 1999
http://www.kennisnet.nl/onderzoek/nieuws/didactische-ict-bekwaamheid-
van-docenten
11. 11. In other words.. • It is important to know how technology should be
integrated in education, but also why it is done it in that way in that specific
situation by making deliberate choices. + =
12. 12. Meijer, 1999http://www.evolllution.com/wp-
content/uploads/2012/10/reflective-
teaching.jpghttp://teaching.monster.com/careers/articles/9859-save-a-
teaching-interview-gone-wrong Subject matter Student characteristics
Learning processes Goals Curriculum Instruction Conceptual
understanding Technology
13. 13. Do teachers have the compentencies? • Recent study by Joke Voogt,
Johan van Braak, Maaike Heitink, Liesbet Verplanken, Amber Walraven
and Petra Fisser • To explore the potential of video clips to assess
teachers’ competencies to integrate technology • We wanted to know how
teachers integrate technology and why they do what they do 13
14. 14. Video cases • Teachers were invited to –submit video cases (N=157)
according to a specific protocol (introduction – practice – reflection) –Fill in
a questionnaire related to TPACK- core, ICT skills, and Beliefs (N=129) •
Each video case is about 10-12 minutes and was observed with a checklist
14
15. 15. Fit, professional reasoning & match • Fit (effective teaching) = the
technology strengthens the content, pedagogy, or both • Observation
scores: – No – The technology strengthens the content – The technology
strengthens the pedagogy – The technology strengthens the content & the
pedagogy
16. 16. Fit, professional reasoning & match • The extent to which teacher
reason professional = richness of professional reasoning • Richness based
on the number of times the teacher reasons professionally on different
aspects
17. 17. Fit, professional reasoning & match • Match = a match between
professional reasoning and the fit • Observation scores: – Match on
content: agreement between professional reasoning related to content and
fit in teaching practice (technology strengthens the content) – Match on
pedagogy: agreement between professional reasoning related to
pedagogy and fit in teaching practice (technology strengthens the
pedagogy) – Match on content & pedagogy: agreement between
professional reasoning related to content & pedagogy and fit in teaching
practice (technology strengthens the content & the pedagogy)
18. 18. No Technology strengthens content Technology strengthens pedagogy
Technology strengthens content & pedagogy Fit agreement professional
reasoning and fit (content) agreement professional reasoning and fit
(pedagogy) agreement professional reasoning and fit (content &
pedagogy) Match Professionalreasoning • Instruction • Student
characteristics • Goals • Subject matter • Learning processes • Curriculum
• Conceptual understanding
19. 19. Results • In only half of the cases a match between professional
reasoning and actual practice was observed • Professional reasoning:
teachers had limited language to reason about technology use –
Facilitating learning processes – Realization of goals – Motivating students
20. 20. Competency "making deliberate choices" • Indicators for the
competency are: – Technology is used to strengthen effective teaching –
Technology is essential or supportive for realising effective teaching –
Match between Reasoning and Practice • Technology integration is more
than TPACK, but – being able to demonstrate TPACK in practice and –
reason about TPACK is an important indicator of a technology integration
competency
21. 21. What is needed? • Positive attitude • Knowledge and skills (TPACK
Core) • Self-efficacy • The interaction between these three influences
professional reasoning Positive attitude TPACK Core Self-efficacy
Technology integration
22. 22. How to develop the competencies? • Several attempts are made,
successful and less successful – Pre- and in-service teacher training –
Learning to use tools individually – Learning in teacher design teams /
learning technology by design – Policy measures – etc. • This has lead to
more technology use in schools, but not to sufficient “fit” and “match”!
23. 23. How to proceed? • Teachers have to learn how to reason
professionally • But.. reflection ≠ reasoning (?) Shulman, 1987
24. 24. How to proceed? • Teachers have to learn how to reason
professionally • Other experts do!
25. 25. How to proceed? • In preparation for professional reasoning teachers
must be provided with opportunities to reflect and question their
assumptions and prejudices • a failure to do so may negatively impact their
reasoning ability and consequently educational outcomes..
26. 26. Home l Over deze site l Contact Didactische ict-bekwaamheid &
kwaliteitsvolle didactiek over deze website: waarom een module ict &
kwaliteitsvolle didactiek? QuickScan waar staat u met ict in het onderwijs?
ga direct naar de professionaliseringsmodule (of doe eerst de QuickScan
voor een advies!) zoeken naar meer video- fragmenten
achtergrondinformatie ict in het leerplan: waar past het? Disclaimer l
Sitemap How to proceed?
27. 27. More about the video cases • In the workshop!
28. 28. This presentation: http://www.slideshare.net/pfisser/2014- 0603-
docenter-teacher-
competencieshttp://www.kennisnet.nl/onderzoek/nieuws/ didactische-ict-
bekwaamheid-van-docenten www.slo.nl / www.tpack.org / www.tpack.nl
More information? • Petra Fisser, p.fisser@slo.nl