Leveraging the Affordances of YouTube: Pedagogical Knowledge and Mental Models of Technology Affordances as Predictors for Pre-Service Teachers’ Planning for Technology Integration.
Abstract: Web-based digital video tools enable learners to access video sources in more constructive ways. To leverage these affordances teachers need to integrate their knowledge about the potentials of a technology with their professional knowledge about teaching. We suggest that in a first step this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affordances. Considering the TPCK-framework we investigated aspects of pedagogical knowledge (PK) in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect the potential instructional use of this technology. We describe the mental models of YouTube and present quantitative analyses revealing PK as predictor for the participants’ intended and ideal instructional use of YouTube with students. Additionally, this relation is mediated by the mental models for ideal instructional use. Results are discussed with regard to theoretical and research implications.
Presider: Natalie A. Johnson-Leslie, Arkansas State University