Chapter 3: Placing Technologies In Preservice English Teacher Reflection: Connecting Reflective Practiceand Technological Pedagogical Content Knowledge

Teachers with the ability to reflect are teachers with the ability to question. Attached to the instructional queries of What literature should I teach? and How should I manage group work? are the critical concerns of Why did I choose this literature for these students? and Why is collaboration necessary for student learning?. Reflection pushes teachers to examine their classroom practice, question their assumptions about student learning, consider the context of their teaching and develop their professional abilities, all qualities that define the reflective teacher (Zeichner & Liston, 1996). One issue calling for teachers’ critical reflection in the English classroom is the application and integration of technologies in teaching and learning. As Swenson (2006) explains