Presentation at the International Conference on New Teacher Competencies, 3 June 2014. Effective technology integration in education requires knowledge, skills, attitudes, and self-efficacy of teachers in relation to combining technology with specific subject matter and a suitable pedagogy. This involves knowledge about the aims and the content of that what should be learned, but also knowledge about the role of the teacher and the activities of the students, about the location and time of learning, about assessment, and about the materials and resources that can be used. Moreover, it implies that teachers are aware of the possibilities that different technologies have to offer, that they are aware of the unique context in which they teach, and that they are capable of making appropriate choices in relation to this. However, knowing about all this is not sufficient for technology integration. It is believed that teachers' technology integration competencies should be demonstrated not only by the way he or she plans and enacts technology integration, but also by his or her capability to reason professionally about this. In other words, it is important to know how technology should be integrated in education, but also why it is done it in that way in that specific situation by making deliberate choices.

1. SLO ● nationaal expertisecentrum leerplanontwikkeling
Petra Fisser
international conference on new teacher competencies
Enschede, June 3, 2014
Teachers' technology integration
competencies..
and making deliberate choices

2. Technology integration competencies
• Competency: the integration of knowledge,
skills and attitude
• For technology integration and making
deliberate choices:
– Knowledge and skills
(technological pedagogical content knowledge)
– Attitude and beliefs
– Self efficacy and experiences of teachers

3. For effective technology integration...
• Effective technology integration in education
requires knowledge, skills, attitudes, and self-
efficacy of teachers in relation to combining
technology with specific subject matter and a
suitable pedagogy.
www.tpack.org

4. For effective technology integration...
• Effective technology integration in education
requires knowledge, skills, attitudes, and self-
efficacy of teachers in relation to combining
technology with specific subject matter and a
suitable pedagogy.
www.tpack.org

5. For effective technology integration...
• Effective technology integration in education
requires knowledge, skills, attitudes, and self-
efficacy of teachers in relation to combining
technology with specific subject matter and a
suitable pedagogy.
www.tpack.nl

6. ...knowledge is needed...
• This involves knowledge about the aims and
the content of that what should be learned,
knowledge about the role of the teacher and
the activities of the students, about the
location and time of learning,
about assessment, and about
the materials and resources
that can be used.
www.slo.nl

7. ...knowledge is needed...
• This involves knowledge about the aims and
the content of that what should be learned,
knowledge about the role of the teacher and
the activities of the students, about the
location and time of learning,
about assessment, and about
the materials and resources
that can be used.
www.slo.nl

8. ...awareness is needed...
• Moreover, it implies that teachers are aware
of the possibilities that different technologies
have to offer, that they are aware of the
unique context in which they teach, and that
they are capable of making
appropriate choices in relation
to this.
www.pedagogy.net

9. ...awareness is needed...
• Moreover, it implies that teachers are aware
of the possibilities that different technologies
have to offer, that they are aware of the
unique context in which they teach, and that
they are capable of making
appropriate choices in relation
to this.
www.pedagogy.net

10. .. to be able to plan, enact and reason
• But: knowing about all this is not sufficient for
technology integration.
• Teachers' technology integration
competencies should not only be
demonstrated by the way he or she plans and
enacts technology integration
• but also by the capability to
reason professionally about this
Meijer, 1999
http://www.kennisnet.nl/onderzoek/nieuws/didactische-ict-bekwaamheid-van-docenten

11. In other words..
• It is important to know how technology
should be integrated in education, but also
why it is done it in that way in that specific
situation by making deliberate choices.
+ =

12. Meijer, 1999http://www.evolllution.com/wp-content/uploads/2012/10/reflective-teaching.jpghttp://teaching.monster.com/careers/articles/9859-save-a-teaching-interview-gone-wrong
Subject
matter
Student
characteristics
Learning
processes
Goals
Curriculum
Instruction Conceptual
understanding
Technology

13. Do teachers have the compentencies?
• Recent study by Joke Voogt, Johan van Braak,
Maaike Heitink, Liesbet Verplanken, Amber
Walraven and Petra Fisser
• To explore the potential of video clips to assess
teachers’ competencies to integrate technology
• We wanted to know how teachers integrate
technology and why they do what they do
13

14. Video cases
• Teachers were invited to
–submit video cases (N=157) according to a
specific protocol (introduction – practice –
reflection)
–Fill in a questionnaire related to TPACK-
core, ICT skills, and Beliefs (N=129)
• Each video case is about 10-12 minutes and
was observed with a checklist
14

15. Fit, professional reasoning & match
• Fit (effective teaching) = the technology
strengthens the content, pedagogy, or both
• Observation scores:
– No
– The technology strengthens the content
– The technology strengthens the pedagogy
– The technology strengthens the content & the
pedagogy

16. Fit, professional reasoning & match
• The extent to which teacher reason
professional = richness of professional
reasoning
• Richness based on the number of times the
teacher reasons professionally on different
aspects

17. Fit, professional reasoning & match
• Match = a match between professional reasoning and
the fit
• Observation scores:
– Match on content: agreement between professional
reasoning related to content and fit in teaching practice
(technology strengthens the content)
– Match on pedagogy: agreement between professional
reasoning related to pedagogy and fit in teaching practice
(technology strengthens the pedagogy)
– Match on content & pedagogy: agreement between
professional reasoning related to content & pedagogy and
fit in teaching practice (technology strengthens the
content & the pedagogy)

18. No
Technology
strengthens
content
Technology
strengthens
pedagogy
Technology
strengthens
content &
pedagogy
Fit
agreement
professional
reasoning and
fit (content)
agreement
professional
reasoning and
fit (pedagogy)
agreement
professional
reasoning and
fit (content &
pedagogy)
Match
Professionalreasoning
• Instruction
• Student
characteristics
• Goals
• Subject matter
• Learning
processes
• Curriculum
• Conceptual
understanding

19. Results
• In only half of the cases a match between
professional reasoning and actual practice was
observed
• Professional reasoning: teachers had limited
language to reason about technology use
– Facilitating learning processes
– Realization of goals
– Motivating students

20. Competency "making deliberate choices"
• Indicators for the competency are:
– Technology is used to strengthen effective teaching
– Technology is essential or supportive for realising
effective teaching
– Match between Reasoning and Practice
• Technology integration is more than TPACK, but
– being able to demonstrate TPACK in practice and
– reason about TPACK
is an important indicator of a technology
integration competency

21. What is needed?
• Positive attitude
• Knowledge and skills
(TPACK Core)
• Self-efficacy
• The interaction
between these three
influences professional
reasoning
Positive
attitude
TPACK Core
Self-efficacy
Technology
integration

22. How to develop the competencies?
• Several attempts are made,
successful and less successful
– Pre- and in-service teacher training
– Learning to use tools individually
– Learning in teacher design teams / learning
technology by design
– Policy measures
– etc.
• This has lead to more technology use in schools,
but not to sufficient “fit” and “match”!

23. How to proceed?
• Teachers have to
learn how to
reason
professionally
• But..
reflection
≠
reasoning
(?)
Shulman, 1987

24. How to proceed?
• Teachers have to
learn how to
reason
professionally
• Other experts do!

25. How to proceed?
• In preparation for professional reasoning
teachers must be provided with opportunities
to reflect and question their assumptions and
prejudices
• a failure to do so may negatively impact their
reasoning ability and consequently
educational outcomes..

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27. More about the video cases
• In the workshop!

28. More information?
• Petra Fisser, p.fisser@slo.nl
www.slo.nl / www.tpack.org / www.tpack.nl
http://www.kennisnet.nl/onderzoek/nieuws/
didactische-ict-bekwaamheid-van-docenten
This presentation:
http://www.slideshare.net/pfisser/2014-
0603-docenter-teacher-competencies