Digital technologies are rapidly evolving, causing teachers to face the endless possibilities and challenges of the integration of technology in their teaching practice. Therefore, research into teachers’ technology integration has been extensive across various contexts, providing insight into the personal (e.g., knowledge and beliefs), technological (e.g., ease of use), and contextual (e.g., infrastructure) factors influencing technology integration. However, relatively little is known about why teachers integrate technology the way they do. One way to get deeper insight into teachers’ technology integration practices is to study teachers’ pedagogical reasoning – or the thinking underlying teachers’ decision-making.
In this research project, we will investigate how university teachers reason about technology integration and the factors that stimulate developments in their pedagogical reasoning. Due to the complexity and importance of the concept, the first study aims at providing an overview of pedagogical reasoning in literature. Building on this foundation, three successive empirical studies will delve into university teachers’ pedagogical reasoning and its role in technology integration practices. Here, the development of pedagogical reasoning and the factors influencing it will be examined. The results will contribute insight into how pedagogical reasoning can be supported and stimulated in the context of higher education, thereby providing concrete guidelines for the design of professional development initiatives.

The PhD project is funded by the Teaching and Learning Centre (TLC Central) of the University of Amsterdam.