PhD students Doron Zinger and Tamara Tate and Professor Mark Warschauer have contributed a chapter to the new SAGE Handbook of Research on Teacher Education. Their chapter is titled "Learning and Teaching with Technology: Technological Pedagogy and Teacher Practice."
In this chapter, we examine technology-enhanced pedagogy in the context of teacher learning and classroom practice. We define and discuss technology-rich environments, which encompass a complex combination of tools, curricula, contexts, and teachers. We will point out that technocentrist approaches (see discussion in Papert, 1990) persist in the classroom and note their counterproductive nature. We then conceptualize technological pedagogy within the framework of technological pedagogical content knowledge (TPACK) (Koehler & Mishra, 2009), which presents a useful way to situate technology and teacher knowledge. Finally, we broaden our view to examine technological contexts across a number of settings and the impact of socio-cultural factors on the use of technology and the enactment of technological pedagogy. In exploring varied teaching contexts, we identify emerging characteristics that support or hinder teacher learning of technological pedagogy and implementation of high quality instruction. In particular, we examine barriers that teachers and schools are likely to confront in developing teacher technological pedagogy and practice. We consider both pre-service teacher education programs and in-service teacher professional development (PD), and their roles in promoting teacher technological pedagogy and improved classroom practice. We look at affordances in existing pre-service and in-service programs, and make recommendations for productive approaches to improve teacher technological pedagogy.
Zinger, D., Tate, T., & Warschauer, M. (2017). Chapter 33: Learning and teaching with technology: Technological pedagogy and teacher practice. In D. Jean Clandinin & Jukka Husu, The SAGE Handbook of Research on Teacher Education, pp. 577-593.