Using Theoretical Perspectives in Developing Understanding of TPACK
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Using Theoretical Perspectives in Developing Understanding of TPACK Joke Voogt, University of Amsterdam & Windesheim University, The Netherlands Petra Fisser, National Institute for Curriculum and Development, The Netherlands Jo Tondeur, University Ghent, Belgium Johan van Braak, University of Ghent, Belgium
Transcript of Using Theoretical Perspectives in Developing Understanding of TPACK
Using Theoretical Perspectives in Developing Understanding of TPACK
Joke Voogt, University of Amsterdam & Windesheim University, The NetherlandsPetra Fisser, National Institute for
Curriculum and Development, The NetherlandsJo Tondeur, University Ghent, Belgium
Johan van Braak, University of Ghent, Belgium
Teachers and Technology:A Constructive Relationship
Understanding TPACK
Teacher Knowled
ge
Mediation of
Technology Teachin
g as Design Science
Mediation of Technology
Technology and humans constitute each other
Embodiment relationTechnology as human extension
Hermeneutic relationTechnology mediates a representation of
reality
Alterity relationTechnology as ‘quasi other’
Background relation
Using a specific technology should not require too much effort
Technology always reveals and conceals aspects of reality
Technology transforms reality
Technology can be used beyond the intention of its designers
3D virtual realityfor pain relief
Game addicton
The point is
to make use of
the affordan
ces
technologies offer
for educatio
n
The problem is that a
teacher’s use of technology
is often determined by the dominant interpretation of teaching,concealing the affordances of technologies
Technologic
al Knowledge
Content Knowledge
Pedagogical
Knowledge
We need excellent & creative teachers who understand the
affordances of specific technologies
Teacher knowledge Why/how a teacher reasons in designing and
enacting educational practice
TPACK is a form of teacher knowledge
Is personal knowledge: based on formal knowledge + wisdom from practice + beliefs about teaching and technology
Is situated knowledge: the context also determines how technology is used, and thus the kind of experiences a teacher develops
Is dynamic knowledgedevelops over time
Is social and distributed knowledge Develops with others in practice
Teaching as a design science
The natural sciences are concerned with how things are … Design Science …is concerned with how things should be
(Simon, 1969)
Developing TPACK through collaborative design of technology
enhanced learning in teams
Acknowledges the
situatedness of
activity
Fosters teacher agency
The cyclical nature of
learning and
change
