scholarly journals Pedagogy by proxy: teachers’ digital competence with crowd-sourced lesson resources

2021 ◽  
pp. 197-229
Author(s):  
Elizabeth Hidson
Keyword(s):  
Communities Of Practice ◽  
Lesson Planning ◽  
National Curriculum ◽  
Information And Communications Technology ◽  
Digital Competence ◽  
Teaching Resources ◽  
Pedagogical Content ◽  
Pedagogical Reasoning ◽  
Knowledge Deficits ◽  
Online Communities Of Practice

This study explores how teachers of Information and Communications Technology (ICT) faced with a major National Curriculum change were able to teach the new elements of the programmes of study. A multiple case study involving nine experienced teachers was carried out, using thematic analysis to explore audio-visual and documentary data from lesson planning sessions captured mostly via video calling and desktop sharing. The process captured the various ways that teachers located, modified and re-used digital materials and accessed online communities of practice to develop crowd-sourced curricula. The results reveal that the alignment of teachers’ digital competence with their need to assimilate unfamiliar but necessary concepts into the pedagogical reasoning process facilitated the teachers in developing sufficient subject knowledge and pedagogical content knowledge (PCK). Knowledge deficits slowed down the fluency of teachers’ lesson-planning processes, but the location and use of crowd-sourced resources helped them to develop PCK. The teachers’ digital competences in sourcing suitable teaching resources from their communities of practice allowed the development of pedagogy by proxy.

Vocationalizing Education

2021 ◽  
pp. 14-28
Author(s):  
Sammy Khoza
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Qualitative Approach ◽  
Information And Communications Technology ◽  
Vocational Education And Training ◽  
Communications Technology ◽  
Teaching Resources ◽  
Pedagogical Content ◽  
And Training

Technical and vocational education and training (TVET) colleges continue to struggle to fulfill their mandate of skills development among the youth. This is so because TVET colleges still lag behind in integrating information and communications technology (ICT) in their classrooms, which has made inroads in industries. Qualitative approach was used to investigate the TVET college lecturers' instructional practices in their classrooms. Four TVET colleges as well as eight lecturers were purposefully and conveniently selected for the study. The technological pedagogical content knowledge (TPACK) framework was used as an underpinning framework. Findings reveal that lecturers are not keen in integrating ICTs in their teaching and some are not encouraged to do so. It was also found that not all lecturers are adequately qualified to teach in the vocational field. The study recommends that teaching resources be sought in order for colleges to align their practices with industrial practices. Lecturers too should be capacitated in integrating technology in their lessons.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Communities of practice: influences on pedagogical reasoning and action of nursing professors

2018 ◽  
Vol 36 (2) ◽  
pp. e02
Author(s):  
Jouhanna do Carmo Menegaz ◽  
◽  
Vânia Marli Schubert Backes ◽  
José Luis Medina Moya Medina Moy ◽  
◽  
...  
Keyword(s):  
Communities Of Practice ◽  
Pedagogical Reasoning
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