Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers’ knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates’ feedback on their experiences with it are also discussed.
Skip Nav Destination
PAPERS| May 01 2018
Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System
Phys. Teach. 56, 313–316 (2018)
Marina Milner-Bolotin; Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System. Phys. Teach. 1 May 2018; 56 (5): 313–316. https://doi.org/10.1119/1.5033879
Download citation file: