Artifacts demonstrating teachers’ technology integration competencies

  1. Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands
  2. Petra Fisser, National Institue for Curriculum Development, Netherlands
  3. Johan van Braak, Ghent University, Belgium
  4. Liesbet Verplanken, Ghent University, Belgium
  5. Heitink Maaike, University of Twente, Netherlands
  6. Kafyulilo Ayoub, Dar es salaam University College of Education, Tanzania
  7. Agyei Douglas, University of Cape Coast, Ghana, Ghana
  8. Matthew Koehler, Michigan State University, United States
  9. Punya Mishra, Michigan State University, United States
  10. Joshua Rosenberg, Micigan State University, United States
  11. Spencer Greenhalgh, Micigan State University, United States
  12. Andrea Zellner, Michigan State University, United States
  13. Denise Schmidt-Crawford, Iowa State University, United States

Wednesday, March 19 3:00 PM-4:00 PM

No presider for this session.

This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report) and the artifacts they produce. In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. Examples from different educational contexts will be presented and discussed.

Technological, Pedagogical Content Knowledge Assessment and E-Folios
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