| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 6849219 | Studies in Educational Evaluation | 2014 | 14 Pages |
Abstract
The aim of this study was to investigate how pre-service teachers' mental models of the functions of a newly encountered video technology (WebDIVERâ¢) influence their lesson planning employing this technology. Participants designed a lesson plan and evaluated a practice-proven lesson plan for a sample topic. Results revealed that few participants cognitively represented specific functions of the tool. However, in their designed lesson plans, specific tool functions were only scarcely reflected and participants relied upon tool-unspecific uses. Of greater interest, representing cognitive or socio-cognitive functions of a technology differentially predicted the evaluation and design of lesson plans. We conclude that it is insufficient to provide pre-service teachers with separate technological and pedagogical knowledge to develop TPCK to leverage the potential of video tools.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Karsten Krauskopf, Carmen Zahn, Friedrich W. Hesse, Roy D. Pea,