Teachers’ Knowledge in Digital Era: Educational, Technological, and Pedagogical ‎Perspectives

Abstract

To define contemporary conceptions of pedagogy and the implications for the use of ICT in learning and teaching in formal educational contexts, a journal released a survey of the literature in 2004. This paper reexamines the subject in light of more current advancements in our understanding of pedagogy. It provides three theoretical frameworks—pedagogy and design, pedagogy and "Person-Plus," and pedagogical reasoning and ICT—for comprehending what educators know, do, and believe when utilizing digital media in their profession. A model of teacher knowledge that recognizes the relationship between context, learning and teaching tools, and content is then used to explain specific study examples of pedagogy and ICT. ‎The conclusions highlight the role that praxis—the foundation of teacher education—plays in enabling a dynamic, participatory, and constructive approach to teaching.