Paper Info
Title
Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology
Abstract
Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher's mental model of the tool's affordances. First we elaborate the theoretical integration of the notion of mental models and the Technological Pedagogical Content Knowledge (TPCK) framework. Then we report on a study where we investigated pedagogical knowledge in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect lesson plans for instructional use of this technology. We describe the active mental models of YouTube and present quantitative analyses suggesting mental models as mediators for the influence of pedagogical knowledge on participants' lesson planning. Results are discussed with regard to theoretical and research implications.
Year
DOI
Venue
2012
10.1016/j.compedu.2011.12.010
Computers & Education
Keywords
Field
DocType
theoretical integration,web-based digital video tool,technology function,lesson planning,affect lesson plan,active mental model,affordances teacher,professional knowledge,pedagogical knowledge,video source,mental model,educational technology,cognitive processes,electronic publishing
Educational technology,Digital video,Constructive,Computer science,Knowledge management,Pedagogy,Cognition,Affordance,Professional knowledge,Electronic publishing,German
Journal
Volume
Issue
ISSN
58
4
0360-1315
Citations 
PageRank 
References 
14
0.85
11
Authors
3
Name
Order
Citations
PageRank
Karsten Krauskopf1302.82
Carmen Zahn2709.48
Friedrich W. Hesse326130.11