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

Abstract

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.

Keywords:

• teacher education
• digital technology
• ICT
• pedagogy

Acknowledgement

Becta (formerly the British Educational Communications and Technology Agency) commissioned a research review on pedagogy and ICT from the author in 2009. This article is a revised and reviewed version of that report, available from http://www.itte.org.uk/node/453 under Open Government Licence for public sector information.