![](https://editlib-media.s3.amazonaws.com/sources/EDMEDIA_2018Jul10_1.png)
Educational blogging as a tool supporting the teachers’ TPACK competencies in crafts
PROCEEDINGS
Matti Pirttimaa, Marja-Leena Rönkkö, Satu Grönman, Juli-Anna Aerila, University of Turku, Department of teacher education, Rauma unit, Finland
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
This study presents a case study about using a blog as a tool supporting and reflecting teachers practice concerning the development of technological, pedagogical, and content knowledge (TPACK) of teacher in-service course participants. The participating teachers were studying the contents of Finnish crafts for one and a half years between the August 2012 and December 2013. The challenge related to the in-service education is the paucity and shortness of intensity days during the educational periods. The personal blogs served a media for the course participants to support, reflect, and share their work and learning. According to the study, using educational blogging becomes more meaningful and more target-orientated during habituation of using the blog. Blogging proved to be a useful method for describing craft processes, monitoring the processes of others, and generating ideas for craft products.
Citation
Pirttimaa, M., Rönkkö, M.L., Grönman, S. & Aerila, J.A. (2014). Educational blogging as a tool supporting the teachers’ TPACK competencies in crafts. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1655-1663). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2024 from https://www.learntechlib.org/primary/p/147698/.
© 2014 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Atjonen, P., Korkeakoski, E. & Mehtäläinen, J. (2011). Key pedagogical principles and their major obstacles as perceived by comprehensive school teachers. Teachers and Teaching: theory and practice, 17(3), 273-288.
- Deng, L. & Yuen, A.H.K. (2009). Blogs in Higher Education: Implementation and Issues. TechTrends: Linking Research and Practice to Improve Learning, 53(3), 95-98.
- Clandinin, J. (1986). Classroom Practise. Teacher Images in Action. London, Taylor& Francis.
- Finnish National Board of Education (2004). National core curriculum for basic education. Helsinki, Finland.
- Hamilton, L. & Corbett-Whittier, C. (2013) Using Case Study in Education Research. London: Sage Publications.
- Harris, J. (2008) TPCK in in-service education. Assisting experienced teachers’ “planned improvisations”. In J. Colbert, K. Boyd, K. Clark, S. Guan, J. Harris, M. Kelly& A. Thompson (Eds.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 251-271). New York: Routledge.
- Harris, J., Mishra, P. & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education 41(4), 393-416.
- Jones, A., & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: a case study of a whole-school approach. The Curriculum Journal 16(2), 193-206.
- Koehler, M. & Mishra, P. (2008). Introducing TPCK. In J. Colbert, K. Boyd, K. Clark, S. Guan, J. Harris, M. Kelly& A. Thompson (Eds.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge.
- Koehler, M., Mishra, P. & Cain, W. (2013) What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education 193(3). 13-19.
- Krippendorff, K. (2004). Content analysis: An introduction to its methodology. (2nd ed.) Thousand Oaks, CA: Sage.
- Lepistö, J. (2004) Käsityö kasvatuksen välineenä. Seurantatutkimus opiskelijoiden käsityötä koskevien käsitysten jäsentyneisyydestä ennen luokanopettajakoulutuksen käsityön peruskurssin opintoja ja niiden jälkeen. Turku, Finland: University of Turku.
- Matheson, D. (2004). Weblogs and the Epistemology of the News: Some Trends in Online Journalism. New Media& Society, 6(4), 443-468.
- Miller, W & Williams, R.M-C. (2013). Preservice Teachers and Blogs: An invitation to extended reflection and conversation. Art education 66(3), 47-52.
- Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for teacher Knowledge. Teachers College Record 108(6), 1017-1054.
- Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
- Tuomi, M. (2012). Kässääksä? – blogi-kirjoittaminen reflektion apuvälineenä. In M. Horila (Ed.) Koulu 3.0 Harjoittelukoulujen sosiaalisen median opetuskokeiluja vuosilta 2010-2012 (pp. 62-64). Tampere, Finland:
- Williams, J.B. & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References