Elementary school teachers\u27 development of pedagogical content knowledge for teaching with computers

The purpose of this study was to understand how teachers “commute” from the status of computer knower (learner) to that of computer teacher. In this study, I set out to understand the structure and essence of teachers\u27 computer knowledge for teaching with computers by comparing four elementary school teachers from the Midwest region who were at different computer expertise levels. To study this phenomenon, two areas of research were brought together: educational computing and teacher knowledge. The theoretical model used to determine teachers\u27 computer knowledge structure and essentials for teaching with computers was grounded in the work of the Knowledge Growth in a Profession research group (Shulman, 1986b, 1987). Observations and interviews were conducted with the aim of eliciting information about teachers\u27 PCK of language arts and word processing. The case and cross-case analyses suggest that teachers\u27 PCK of word processing developed from their courses and workshops as well as experiences encountered when teaching others and learning on their own. The findings also suggest that teachers\u27 computer knowledge structure followed that suggested by the teacher knowledge model. Results indicate that teachers\u27 general pedagogical knowledge influenced teachers\u27 choices of instructional strategies and their beliefs of students\u27 learning capabilities. Teachers\u27 subject matter knowledge played a role in the curriculum materials chosen. Their knowledge of context motivated teachers to use computer technology, in particular the word processor. Furthermore, teachers\u27 orientations for teaching the word processor influenced their knowledge of curriculum, instructional strategies, students\u27 understanding, and assessment. The essential computer knowledge required to teach the word processor was minimal. From the results, it is recommended for teacher educators to be aware of teachers\u27 experiences, since these seem to contribute to the development of their attitudes for and knowledge of teaching specific content. Their experiences alone, however, did not contribute to teachers\u27 learning to teach with computers in ways that promoted students\u27 construction of knowledge. It is of utmost importance, then, that teacher educators provide teachers with orientations for teaching that go beyond the dissemination of facts and skills, but encourage the active participation of students in building their own understanding