Assisting teachers’ understanding of student learning in technology

Fox-Turnbull, Wendy Helen

Assisting teachers’ understanding of student learning in technology

dc.contributor.author	Fox-Turnbull, Wendy Helen	en_NZ
dc.contributor.editor	de Vries, M.	en_NZ
dc.date.accessioned	2019-10-30T21:13:27Z
dc.date.available	2018-12-03	en_NZ
dc.date.available	2019-10-30T21:13:27Z
dc.date.issued	2018	en_NZ
dc.description.abstract	This article describes a study undertaken in New Zealand, England and Sweden and is based on the use of a tool developed by the researcher as a professional development and teaching tool in technology education for teachers of students between four and six years of age. The aim of the research was to investigate teachers’ views of the effectiveness of the tool designed to deepening their understandings of technology content and pedagogi- cal content knowledge. The tool, technology observations and conversation framework (TOCF) was designed to guide teachers’ interactions with and observations of young chil- dren when learning technology with the aim of developing teacher insight into their own understanding of technology and how students learn technology. The tool was developed using the building of learning power theory to facilitate the identification of key disposi- tions and attitudes within four aspects of learning and across five pre-determined behav- iours relevant to technology education. Qualitative research methods were used to inves- tigate teachers’ interaction with the TOCF by observing their use of it, and interviewing them about their perceived developed understanding of technology content knowledge and pedagogical content knowledge (PCK). The initial purpose of the framework, presented to the teachers prior to teaching, was to guide interactions with students to assist this develop- ment and subsequently assist their ability to teach technology effectively and give specific feedback to students in technology education. The study found that teachers felt that they gained a deeper understanding of technology education and their understanding of stu- dents’ learning in technology also developed. This article presents the final framework and teachers’ views on how they were assisted by the framework. The study offers an interna- tional perspective on ways to broaden and deepen students’ understanding in technological literacy through the development of teacher content knowledge and PCK and contributes significantly to the field of formative assessment in technology education.	en_NZ
dc.format.mimetype	application/pdf
dc.identifier.citation	Fox-Turnbull, W. H. (2018). Assisting teachers’ understanding of student learning in technology. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-018-9484-x	en
dc.identifier.doi	10.1007/s10798-018-9484-x	en_NZ
dc.identifier.issn	0957-7572	en_NZ
dc.identifier.uri	https://hdl.handle.net/10289/13060
dc.language.iso	en
dc.publisher	Springer Verlag	en_NZ
dc.relation.isPartOf	International Journal of Technology and Design Education	en_NZ
dc.rights	© Springer Nature B.V. 2018.This is the author's accepted version. The final publication is available at Springer via dx.doi.org/10.1007/978-3-030-04257-8_31
dc.subject	Technology PCK	en_NZ
dc.subject	Technology education
dc.subject	ECE
dc.subject	Primary
dc.subject	Classroom conversation
dc.subject	Teacher development
dc.title	Assisting teachers’ understanding of student learning in technology	en_NZ
dc.type	Journal Article
pubs.elements-id	230526
pubs.organisational-group	/Waikato
pubs.organisational-group	/Waikato/2024 PBRF
pubs.organisational-group	/Waikato/DEDU
pubs.organisational-group	/Waikato/DEDU/2024 PBRF - DEDU
pubs.publisher-url	https://link.springer.com/epdf/10.1007/s10798-018-9484-x?author_access_token=6e2uMFBVYmug4O5OaydiiPe4RwlQNchNByi7wbcMAY6ZPOwHkRAsSNuJedQrYV8jEMacgsg6dJqHrsZgnm0hGYRX90WMaQvkxT10m7pTZ9NGl-97TjDo9Rs1gnG5cXSRJzGvKICvV2Xj_PyZyFjjYQ==	en_NZ
pubs.user.info	Fox-Turnbull, Wendy (wfoxturn@waikato.ac.nz)
uow.verification.status	verified