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Distributed and Dynamic TPACK: Evidences from a (Large) Case Study PROCEEDING

, , Politecnico di Milano, Italy

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The concept of “distributed TPACK” (SITE 2014) suggests that “distributing the knowledge across a system of resources and support is a more accurate and realistic depiction of what teachers actually do in the real setting of a classroom” with respect to thinking that all the knowledge resides in just the teacher’s head. In other words, teaching with technology is seen as a learning process where the required knowledge (about T, or C, or P) is distributed across a group of “actors” (mainly, but not exclusively, teachers and students) and resources.
In this paper we argue that TPACK is often not only distributed but also dynamic, in the sense that the relevant knowledge is dynamically shared among various actors: teachers, students, outside helpers, experts, etc., so that the final distribution differs from the initial one.
The hypothesis is supported by empirical evidence, obtained from a large case study involving hundreds of teachers on the job with a digital storytelling activity.

Citation

Di Blas, N. & Paolini, P. (2016). Distributed and Dynamic TPACK: Evidences from a (Large) Case Study. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2815-2821). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2017 from .

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