Teachers, pedagogy and professional development - Teaching with Technologies: The Essential Guide - page 101

demonstrated and 'signposted' by other teachers. This explains the need to develop
an online professional network of teachers to build up a knowledge base about the
affordances of a range of technologies.
Additionally, Webb (2005) argues that affordance isn't only about the interaction
between the teacher and technology, and its perceived possibilities for learning, but
concerns the wider environment and how these interrelate. In a learning environ-
ment supported by technology, 'affordances for learning are provided by interac-
tions between the hardware, software, other resources, teachers and other students'
(Webb 2010: 96). Affordances are provided not by technology alone, but by the 'total-
ity of the environment', which includes the teacher, other students, other resources
and their 'interactions through classroom processes' (Webb 2010: 97). In widening
out the interactive processes and how these afford learning (which includes technol-
ogy), Webb (2010) has developed a framework, which is represented in Figure 5.1
below.

Students' knowledge
including technological
knowledge ,
understanding, skills,
beliefs and values

Teachers' knowledge
including TPCK ,
understanding skills,
beliefs and values

Teachers'
pedagogical
reasoning

Students'
pedagogical
reasoning

Assessment data

Lesson plans

Teachers'
Resources

ICT's
behaviours

Process

Other ICT
Resources

Students'
behaviours

Teachers'
behaviours

Data store

Data
flow

Learning interactions
focused on formative
assessment within a
supportive culture

Figure 5.1 framework for pedagogical practices relating to technology use (from Webb 2010: 97)