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Progression in Practice: Development of TPACK in didactical designs
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, , University West, Sweden

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

Abstract

We report results from a three-year School Development Project in which digital technology supports cross-border collaboration and innovative models for teaching in virtual classrooms are designed. The study involved 22 teachers and 600 students in elementary school. The development and implementation of didactical designs were examined by using the TPACK model as an analytic lens. An in-depth analysis of 14 didactical designs, i.e., pre-planned sequences of lessons with specified learning objectives, in mathematics were conducted. We show how the TPACK model can be used to identify progression in practice, when didactical designs are studied in detail. We have been able to track progression in the didactical designs, where the TPACK components are becoming more integrated and balanced over time. We have seen examples of organizational development, in which teacher teams together with researchers built a productive community of practice around developing TPACK-based competence.

Citation

Willermark, S. & Pareto, L. (2015). Progression in Practice: Development of TPACK in didactical designs. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 79-86). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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