Has Mishra and Koehler's (2007) wicked problem of teaching with technology caused teachers to be lost in thinking about technology? To help with moving knowledge into action Shulman (Shulman, 1987; Wilson, Shulman, & Richert, 1987) in his wisdom proposed a Model of Pedagogical Reasoning and Action (MPRA). From his original ideas many researchers have focused on talking about the Knowledge Base for Teaching (KBT) but missed Shulman's MPRA. This paper describes a doctoral research project that has been designed to understand how teachers pedagogically reason with technology and if this constitutes Technological Pedagogical Reasoning (TPR). The research project has used teachers' digital portfolios (teacher education digital and in-service teachers), stimulated recall interviews and think-aloud concept mapping to understand how teachers pedagogical reasoning. This paper presents some of the preliminary findings from the doctoral research project.
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