The Narratives of Teacher Educators’ Personal Practical Knowledge of Technology Integration

Abstract In the 20th century, many scholars studied and researched various aspects of teacher knowledge such as “personal practical knowledge.” In 1986, Connelly and Clandinin proposed the concept of personal practical knowledge that represented teachers as “knowing and knowledgeable” bodies. However, the development of teachers’ and teachers’ educators’ personal practical knowledge is less explored with respect to how it influenced their technology integration decisions in the classroom. Thus, through using teacher educators’ stories about using technology in the classroom, this chapter examines the relationship between teachers’ educators’ decisions about technology integration and their personal practical knowledge, and how it influences current preservice teachers’ knowledge to use technology in their future teaching.