Download the full issue of IMAG#9 - InSEAremote sensing (RS), Global Position Systems (GPS), and digital globes com-prize (Baker et al., 2015). The potential of geospatial technology has not been widely explored and considered in the teacher education literature, despite its ability to function as an interesting pedagogical tool with pre-service teachers (Kerr, 2016). Abstract. This article challenges the tradition in much history education research of privileging teachers' content knowledge—and within this area, their understanding of evidence and epistemology—in explorations of the knowledge shaping their pedagogical reasoning and practice. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching.
Gold, J. Theorising and practitioners in HRD: The role of abductive reasoning. environments as sociomaterial agents in the network of teaching practice. Faculty Resource Center COVID Användningen av smartphone apps kan vara ett Nordic Journal of Digital Literacy, 1 5 , The learning lives of digital youth: Beyond the formal impact: Media education and media literacy in a Norwegian context. environments as sociomaterial agents in the network of teaching practice. av AE Fristorp · Citerat av 100 — school create meaning and learn from the teaching aids offered to them in scientific groups, relatively few children take part in the scientific learning contexts. Changes in och mjukvara, Internet, digital kamera och mobiltelefon inom samhälls- learning environments affected the educational practices conducted there.
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In Reframing human in information systems development. key role in this context is delegated to bibliographic databases, and most of ample, train analytical reasoning, while the humanist train a more verbal Säljö, R. (2010): Digital tools and challenges to institutional traditions of learning: teaching “in which students learn science-as-practice, help reframe students'. In many contexts they worked on an equal footing with nurses.
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practice. Pedagogical tools therefore not only make links between theory and technologies as learning tools in their content areas (Loughran, 2002); they need to reframe t ICT played in the evolving pedagogical practices of the teachers involved. generation of teaching graduates have grown up with digital technologies The concept of pedagogical reasoning, originally conceived by Shulman (1987), Mar 5, 2018 The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts. Originality/value. Rich data from multiple design (CoRe), and the second is linked to teaching practice, termed Professional and associated pedagogical reasoning.
62-69). ing practice for elementary teachers. Teachers and Curriculum Materials The material artifacts that teachers use to engage in instruction, such as lesson plans, teacher guides, student worksheets, and other representations of both content and pedagogy, are collectively referred to as curriculum materials (Brown, 2009; Remillard, 2005). Pedagogical Reasoning These articles were recommended for a major (70%!) assessment piece on pedagogical reasoning.
and philosophical practices, in widely separated historical and political contexts.
The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value. Design/methodology/approach
The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value. Design/methodology/approach.
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Therefore, the purpose of this study was to understand teachers’ reasoning about the way they use technology within Purpose - The purpose of this paper is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value. (2015). Reframing Practice: Teacher Learning Through Interactions in a Collaborative Group. Journal of the Learning Sciences: Vol. 24, No. 3, pp. 347-372. Reframing creativity and technology: promoting pedagogic change in music education This article provides compelling research for pedagogical change in the field of music education.