J. van Braak

Technological pedagogical content knowledge – a review of the literature

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be competent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Implications of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both determine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the development of TPACK in (student-)teachers. Future directions for research are discussed

Towards a typology of computer use in primary education

Abstract  In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the literature about computer use in education. This review helped to construct a questionnaire to identify a typology of computer use in primary education. In addition, the questionnaire was enriched by input of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first subsample was used to carry out an exploratory factor analysis; the second subsample was used to verify the identified factor structure via confirmatory factor analysis. A three-factor structure of computer use in primary education was identified: ‘the use of computers as an information tool’, ‘the use of computers as a learning tool,’ and ‘learning basic computer skills’. The three-factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education.

Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the domain of science education. Effective scaffolds are categorized and discussed according to the different areas and phases of SRL. The results reveal that most studies on scaffolding processes focus on cognition, whereas few focus on the non-cognitive areas of SRL. In the field of cognition, prompts appear to be the most effective scaffolds, especially for processes during the control phase. This review also shows that studies have paid little attention to scaffold designs, learner characteristics, or various task characteristics, despite the fact that these variables have been found to have a significant influence. We conclude with the implications of our results on future design and research in the field of SRL using CBLEs.

Teachers’ professional reasoning about their pedagogical use of technology

This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ professional reasoning and their technology use were investigated. Through video cases, 157 teachers demonstrated their technology use in practice and commented on the reasoning behind their actions. Results show that most technology use was intended to strengthen both pedagogy and subject matter, or else pedagogy alone. Reasons addressed making learning attractive for students, realizing educational goals and facilitating the learning process. The majority of teachers’ technology use in practice shows aspects of the knowledge transfer model of teaching. Most technology tools were used to support a learning activity; the use of technology was essential in only a few video cases. About half of the video cases showed alignment between reasoning and practice. The results contribute to better understanding of how teachers reason professionally about their technology use.