This article focuses on preservice and in-service teachers’ pedagogical reasoning, decision making and action concerning technology integration for learning. We examine this topic in light of three contemporary barriers in policy, practice and research, namely: the lack of an integrative model that considers how teachers come to shape their reasoning and decisions on technology integration, the lack of practical-authentic experience for preservice teachers for technological pedagogical reasoning and decision-making, and the influence of software that automates classroom decisions and may reshape teacher reasoning. We offer three resulting opportunities: the introduction of an integrated epistemic and developmental model that explains how teachers’ pedagogical reasoning and action (PR&A) for technology integration are shaped , teaching approximations of core practices for technology integration, and promoting PR&A and decision-making for simple adaptive Digital Formative Assessment Tools as an overall agenda to enhance policy, practice and research relating to teachers pedagogical reasoning, decision making and action in technology rich contexts. We conclude in proposing implications for policy, practice and research.

本文重点关注职前和在职教师的教学推理，决策以及与学习技术集成有关的行动。我们根据政策，实践和研究中的三个当代障碍来研究这个主题，即：缺乏一个综合模型来考虑教师如何塑造他们对技术融合的推理和决策，缺乏对职前教师的实际认可经验用于技术教学推理和决策，以及使课堂决策自动化并可能重塑教师推理的软件的影响。我们提供了三个机会：引入整合的认知和发展模型，该模型解释了教师为技术集成而进行的教学推理和行动（PR＆A）的形成方式，讲授技术集成核心实践的近似方法，并推广简单的自适应数字形成评估工具的PR＆A和决策，将其作为总体议程，以在技术丰富的环境中加强与教师教学论证，决策和行动有关的政策，实践和研究。我们在总结对政策，实践和研究的建议时得出结论。