Reconsidering teachers’ pedagogical reasoning and decision making for technology integration as an agenda for policy, practice and research

Abstract

This article focuses on preservice and in-service teachers’ pedagogical reasoning, decision making and action concerning technology integration for learning. We examine this topic in light of three contemporary barriers in policy, practice and research, namely: the lack of an integrative model that considers how teachers come to shape their reasoning and decisions on technology integration, the lack of practical-authentic experience for preservice teachers for technological pedagogical reasoning and decision-making, and the influence of software that automates classroom decisions and may reshape teacher reasoning. We offer three resulting opportunities: the introduction of an integrated epistemic and developmental model that explains how teachers’ pedagogical reasoning and action (PR&A) for technology integration are shaped , teaching approximations of core practices for technology integration, and promoting PR&A and decision-making for simple adaptive Digital Formative Assessment Tools as an overall agenda to enhance policy, practice and research relating to teachers pedagogical reasoning, decision making and action in technology rich contexts. We conclude in proposing implications for policy, practice and research.