(Future) Teachers’ Use of Technology and Development of TPACK: Insights from a Global Perspective

ID: 50175 Type: Symposium
  1. Joke Voogt, University of Amsterdam, Netherlands
  2. Teemu Valtonen, Erkko Sointu, Sini Kontkanen, Jari Kukkonen, and Susanna Pöntinen, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Finland
  3. Jo Tondeur, Ghent University/ Interfaculty Department for Teacher Education, Vrije Universiteit Brussel, Resear, Belgium
  4. Fazilat Siddiq and Ronny Scherer, Faculty of Educational Sciences, University of Oslo, Norway
  5. Evrim Baran, Department of Educational Sciences, Middle East Technical University, Turkey
  6. Anneke Smits, Roland Bruijn, Henk La Roi, Floor van Renssen, Heleen Vellekoop, and Lieke van Velze, Windesheim University of Applied Sciences, United States
  7. Lin Zhang, School of Foreign Languages & Faculty of Education, East China Normal University, China
  8. Josh Rosenberg, Nichigan State University, United States

Thursday, March 9 10:15 AM-11:15 AM

Presider:
Jane Hunter, University of Technology Sydney, Australia, Australia

This contribution presents and discusses factors that affect (future) teachers uses of technology in their teaching in Finland, the Netherlands, Belgium and China. The contributions provide insights in teachers’ Technological Pedagogical Content Knowledge (TPACK) from the perspective of their students, and the personal and institutional and system factors that affect teachers TPACK as well as the challenges that teacher educators face in developing future teachers’ TPACK. The purpose is twofold. First we present and discuss personal, institutional, system and cultural factors that affect (future) teachers’ uses of technology and their development of Technological Pedagogical Content Knowledge. Second we provide promising examples of effectively developing Technological Pedagogical Content Knowledge in future teachers. Introduction Despite the fact that most teachers.

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