Literaturnachweis - Detailanzeige
Autor/inn/en | Dalal, Medha; Archambault, Leanna; Shelton, Catharyn |
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Titel | Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making |
Quelle | In: Journal of Research on Technology in Education, 49 (2017) 3-4, S.117-133 (17 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Dalal, Medha) ORCID (Archambault, Leanna) ORCID (Shelton, Catharyn) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1539-1523 |
DOI | 10.1080/15391523.2017.1314780 |
Schlagwörter | Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Teaching Methods; Decision Making; Faculty Development; Secondary School Teachers; Program Design; International Education; Mixed Methods Research; Teacher Surveys; Teacher Attitudes; Course Descriptions; Foreign Nationals; Outcomes of Education; Foreign Countries; Bangladesh; Brazil; Egypt; India; Indonesia; Kenya; Tanzania Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Programme design; Programmaufbau; Programmplanung; Internationale Erziehung; Lehrerverhalten; Kursstrukturplan; Ausländer; Ausländerin; Lernleistung; Schulerfolg; Ausland; Bangladesch; Brasilien; Ägypten; Indien; Indonesien; Kenia; Tansania |
Abstract | This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge (TPACK) framework and (b) a design task to understand their rationale behind technology integration decisions. As a group (N = 16), international teachers reported increased abilities in all TPACK domains. Qualitative analysis of their rationales revealed that though teachers learned to consider the affordances of technology, technology access issues were pivotal in their choice and use of technology in instruction planning. With education becoming increasingly global, the study has implications for the motivation and design of technology professional development programs for international teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |