Preservice and inservice teachers' pedagogical reasoning underlying their most‐valued technology‐supported instructional activities

We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open‐ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identified (a) the technology‐supported activities and (b) the technical tools, target users, types of...