Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge

Hyo‐Jeong So · Bosung Kim

391 citations0/0 files storedAustralasian Journal of Educational Technology

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Mathematics Education and Teaching Techniques Problem and Project Based Learning Education and Technology Integration

Abstract

What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers' technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and communications technology (ICT). Ninety-seven pre-service teachers in this study engaged in a collaborative lesson design project where they applied pedagogical knowledge about PBL to design a technology integrated lesson in their subject area of teaching. Data were collected from two sources: survey and lesson design artifacts. Data analyses revealed that while participants had theoretical understandings of pedagogical knowledge about PBL, their lesson designs showed a mismatch among technology tools, content representations, and pedagogical strategies, indicating conflicts in translating pedagogical content knowledge into designing pedagogically sound, technology integrated lessons. The areas that students perceived to be particularly challenging and difficult include: a) generating authentic and ill-structured problems for a chosen content topic, b) finding and integrating ICT tools and resources relevant for the target students and learning activities, and c) designing tasks with a balance between teacher guidance and student independence. The present study suggests the potential of two explanations for such difficulties: lack of intimate connection among beliefs, knowledge, and actions, and insufficient repertoires for teaching with technology for problem based learning.

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References

1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge 1986Those Who Understand: Knowledge Growth in Teaching 1990Handbook of research on teacher education 2005Teacher pedagogical beliefs: The final frontier in our quest for technology integration?1994Computer Support for Knowledge-Building Communities 2006Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

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2010Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development 2018Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience 2011The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale 2011How Do We Measure TPACK? Let Me Count the Ways 2013Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)

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