Technology, pedagogy and education: reflections on the accomplishment of what teachers know, do and believe in a digital age

In 2004 Technology, Pedagogy and Education published a review of literature which framed current understandings of pedagogy and the implications for the use of ICT in learning and teaching in formal educational settings. This article revisits the topic in the light of more recent developments in und...

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Bibliographic Details
Published in:Technology, pedagogy and education pedagogy and education, 2011-10, Vol.20 (3), p.301-316
Main Author: Loveless, Avril
Format: Article
Language:English
Subjects:
Computer Mediated Communication
Computer Uses in Education
digital technology
Educational Philosophy
Educational Policy
Educational psychology
Educational Technology
Educational Theories
Electronic Learning
Electronic Publishing
Foreign Countries
Handheld Devices
ICT
Influence of Technology
Instructional Design
Integrated Learning Systems
Internet
Open Source Technology
Pedagogical Content Knowledge
pedagogy
Praxis
Program Descriptions
Social Networks
Teacher Attitudes
Teacher Characteristics
Teacher Education
Teacher training
Teaching Methods
United Kingdom
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Summary:In 2004 Technology, Pedagogy and Education published a review of literature which framed current understandings of pedagogy and the implications for the use of ICT in learning and teaching in formal educational settings. This article revisits the topic in the light of more recent developments in understandings of pedagogy. It offers three theoretical frameworks for understanding what teachers know, do and believe when using digital media in their practice: pedagogy and design; pedagogy and 'Person-Plus'; and pedagogical reasoning and ICT. Examples of pedagogy and ICT are then illustrated by selected examples of research and related to a model of teacher knowledge which acknowledges the interaction between context, tools for learning and teaching, and content. The conclusions draw attention to how an approach to pedagogy which is constructive, interactive and complex is accomplished through praxis, the core of teacher education.
ISSN:1475-939X
1747-5139
DOI:10.1080/1475939X.2011.610931