When Knowing Leads to NOT Doing: Reasoning as evidence of TPCK
Abstract: Teachers need to know how to use new technologies in ways that support powerful learning experiences for students. This knowledge, known as Technological Pedagogical Content Knowledge (TPCK), is challenging to measure. This paper explores the use of scenarios to illuminate the ways in which teachers reason about technology use. This example suggests that scenario-based measures hold promise for uncovering teachers’ application of professional judgment to questions of classroom technology use, even in situations with low technology access. The results illuminate the importance of considering whether high TPCK may in some cases result in a decision not to use technology with students.
Presider: Chieu Vu-Minh, University of Michigan