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Learning as representation and representation as learning: A theoretical framework for teacher knowledge in the digital age
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, , , Universitat Rovira i Virgili, Spain

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The present theoretical paper draws on the Technological Pedagogical Content Knowledge framework as a map onto which the contributions of a multimodal perspective of learning to teacher education are identified. It is assumed both learning and sign-making are dynamic processes which change the resources through with the processes take place and those who are involved in the processes. It is argued teachers reflexively educated in this framework will emerge as professionals whose perceptions of learning and semiosis are closer to the educational requirements of the XXI century.

Citation

Oliveira, J.M., Cervera, M.G. & Martí, M.C. (2009). Learning as representation and representation as learning: A theoretical framework for teacher knowledge in the digital age. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2646-2653). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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