Fitri Mohamad & Martin Oliver Institute of Education, University of London

1. Role of Knowledge Analysis in Learning Technology Training for the Professional Development of Teachers Fitri Mohamad & Martin Oliver Institute of Education, University of London

2. Motivation • Personal experience as teacher educator, and keen interest to develop teaching skills in technology • Gap in literature: • Focus on technical training • Lack of research on content and pedagogical aspects in technology integration • Lack of research on impact of technology in the Teacher Training context • Multiple perspectives about concept of teaching and role of teacher educator, within teacher training and in higher education contexts

3. The Blind Spot? • Shulman (1986) talked about missing paradigm between Content and Pedagogical Knowledge • With technology presence in education, Mishra & Koehler added Technology component, creating… • Technology Knowledge (TK) • Technological Content Knowledge (TCK) • Technological Pedagogical Knowledge (TPK) • Technological Pedagogical Content Knowledge (TPCK)

4. Teacher Knowledge Mishra and Koehler, 2006

5. The target groups for Pilot Study UNIVERSITY X • Private university • Delivery: mostly online (minimal f2f) • Established less than 5 years • Distance learning only • Intake: in-service teachers only • Part-time tutors who are full-time faculty at other universities/colleges UNIVERSITY Y • Public university • Delivery: f2f + Distance learning • Established since 1970s • Residential & distance learning • Intake: in-service and pre-service teachers • Full-time tenured faculty

6. University X: Student Teacher narratives University X: Teacher Educator narratives

7. University Y: Teacher Educator narratives University Y: Student Teacher narratives

8. Lessons learned • Insider perspective into how teachers are trained to use educational technology • Systematic approach to interpret and analyse narratives • Data shows heavy emphasis on technology knowledge • Strong assumptions that Content, Pedagogy & Technology are covered in balance with each other

9. Lessons Learned • Similarities between two different learning institutions (f2f versus distance/e-learning) • Social and power relations among teacher educators and student teachers • Gaps between what is known and what is implemented • Mismatch between theory and actual classroom practice

10. The challenge ahead • To investigate and understand • Relationships and gaps between narratives, artefacts and classroom practice • Refine classification of “Content Knowledge” within a teacher education setting (discipline knowledge versus teacher-training-centric knowledge)

11. THANK YOU Fitri Mohamad (f.mohamad@ioe.ac.uk) Martin Oliver (m.oliver@ioe.ac.uk) Institute of Education, University of London