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What is Conscious Technology Use

Chapter 5
Handbook of Research on TPACK in the Digital Age
Technology integration that targets effective learning, takes place within the TPACK framework and pays attention to technological affordances (TK) and teaching roles (CK, PK, and PCK).
Published in Chapter:
The Development of Technology Integration in a Graduate Course for Practicing Teachers
Anneke Smits (Windesheim University of Applied Sciences, The Netherlands), Joke Voogt (University of Amsterdam, The Netherlands & Windesheim University of Applied Sciences, The Netherlands), and Lieke van Velze (Windesheim University of Applied Sciences, The Netherlands)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-7001-1.ch005
Abstract
This chapter describes the design and outcomes of a graduate course for practicing teachers that aims to develop the quality of technology integration in their educational contexts. The course is rooted in a set of concepts and theories and in three pedagogical principles for enhancing teachers' technology integration. The outcomes of the course were measured by using a mixed methods design. After the course, all students showed satisfactory TPACK scores and most students (83%) produced lessons that showed a good quality of technology integration, and 75% of the lessons showed a rich array of technological affordances. Neither the quality of the technology integration as shown in their lesson design and enactment nor the number of different technological affordances students showed in their (enacted) lesson design were related to students' TPACK scores after the course. This unexpected finding is discussed. Students reported a development from unconscious technology integration to conscious technology integration.
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