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.

1.
M. J.
Koehler
and
P.
Mishra
, “Technological Pedagogical Content Knowledge,” in
The SAGE Encyclopedia of Educational Technology
, edited by
M. J.
Spector
(
SAGE Publications
,
Los Angeles
,
2015
), Vol.
II
, pp.
782
785
.
2.
M.
Milner-Bolotin
, “
Rethinking technology-enhanced physics teacher education: From theory to practice
,”
Can. J. Sci. Math. Technol. Educ.
16
(
3
),
284
295
(
2016
).
3.
British Columbia Ministry of Education
, “Building Students’ Success,” BC’s New Curriculum (
2015
), https://curriculum.gov.bc.ca/.
4.
NGSS Lead States
,
Next Generation Science Standards: For States, By States
(
The National Academies Press
,
Washington, DC
,
2013
).
5.
M.
Milner-Bolotin
, “Promoting Deliberate Pedagogical Thinking with Technology in Physics Teacher Education: A Teacher-Educator’s Journey,” in
The Physics Educator: Tacit Praxes and Untold Stories
, edited by
T. G.
Ryan
and
K. A.
McLeod
(
Common Ground and The Learner
,
Champaign, IL
,
2016
), pp.
112
141
.
6.
L. S.
Shulman
, “
Those who understand: Knowledge growth in teaching
,”
Educ. Res.
15
(
2
),
4
14
(
1986
).
7.
M.
Milner-Bolotin
,
H.
Fisher
, and
A.
MacDonald
, “
Modeling active engagement pedagogy through classroom response systems in a physics teacher education course
,”
LUMAT: Res. Pract. Math Sci. Technol. Educ.
1
(
5
),
523
542
(
2013
).
8.
M.
Milner-Bolotin
,
D.
Egersdorfer
, and
M.
Vinayagam
, “
Investigating the effect of question-driven pedagogy on the development of physics teacher-candidates’ pedagogical content knowledge
,”
Phys. Rev. ST Phys. Educ. Res.
12
,
020128-020121
020128-020116
(
2016
).
9.
G.
Bolton
,
Reflective Practice: Writing and Professional Development
(
Sage, Thousand Oaks
,
CA
,
2010
).
10.
E.
Etkina
, “
Weekly reports: A two-way feedback tool
,”
Sci. Educ.
84
(
5
),
594
605
(
2000
).
11.
E.
Etkina
 et al, “
Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories
,”
J. Learn. Sci.
19
(
1
),
54
98
(
2010
).
12.
K.
Dawson
, “
Teacher inquiry: A vehicle to merge prospective teachers’ experience and reflection during curriculum-based, technology-enhanced field experiences
,”
J. Res. Technol. Educ.
38
(
3
),
265
292
(
2006
).
13.
S.
Kemmis
, “A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research,” in
Rethinking Educational Practice Through Reflexive Inquiry
, edited by
N.
Mockler
and
J.
Sachs
(
Springer
,
New York
,
2011
), pp.
11
29
.
14.
J.
Bobis
, “Empowered to Teach: A Practice-Based Model of Teacher Education,” in
Mathematics: Essential Research, Essential Practice: Proceedings of the 30th Annual Conference of the Mathematics Education Group of Australasia
, edited by
J.
Watson
and
K.
Beswick
(
MERGA Inc.
,
Adelaide, Australia
,
2007
), pp.
61
70
.
15.
A. L.
Cole
and
J. G.
Knowles
,
Researching Teaching: Exploring Teacher Development Through Reflexive Inquiry
(
Allyn and Bacon
,
2000
).
16.
M.
Milner-Bolotin
, “
Promoting research-based physics teacher education in Canada: Building bridges between theory and practice
,”
Phys. Can.
70
(
2
),
99
101
(
2014
).
17.
T.
Dang
(Producer),
Collaborative Learning Annotation System (Media Player)
,
The University of British Columbia
(
2016
), http://ets.educ.ubc.ca/clas/.
18.
A.
Collins
,
J. S.
Brown
, and
S. E.
Newman
, “Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing and Mathematics,” in
Knowing Learning and Instruction
, edited by
L. B.
Resnick
(
Lawrence Erlbaum Associates
,
Hillsdale, NJ
,
1989
), Vol.
I
, pp.
453
494
.
19.
J.
Lave
, “The Culture of Acquisition and the Practice of Understanding,” in
Situated Cognition: Social, Semiotic and Psychological Perspectives
, edited by
D.
Kirschner
and
J. A.
Whitson
(
Lawrence Erlbaum Associates
,
London
,
1990
), Vol.
I
, pp.
17
35
.
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.