Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

Abstract

This paper presents a framework for constructivist pre-service teacher training in Technology Enhanced Learning, adopting a view of teachers as designers of innovative content, working individually and/or collaboratively, discussing and interacting with the instructor, technology and their peers. In such a context, a challenging issue is the content and structure of appropriate activities for cultivating various types of synthetic knowledge combining technology, pedagogy and content through asynchronous collaboration. In this paper, we elaborate on the social orchestration of a training course around collaborative design activities and on the emerging challenges from two successive cycles of implementation. We highlight the elements used to expand and augment online interaction, drawn from two known approaches in teacher training and online learning, the TPACK (Technological, Pedagogical and Content Knowledge) framework and the CoI (Community of Inquiry) model. We specifically examine a) the impact of synthetic design activities to the development of pre-service teachers' synthetic knowledge (of Technology, Pedagogy and Content) and b) the relationships among specific elements of TPACK and CoI. Findings drawn from the examination of pre-service teachers' perspectives through two structured questionnaires reveal important potential of synthetic activities for teachers' TPACK development and highlight specific connections among elements of the TPACK and CoI frameworks.

Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy

“…To this extent, the role that the tutor takes should be a matter of deliberate reflection and extensive design. This recommendation concurs with other studies (Kali, Goodyear, & Markauskaite, ; Papanikolaou et al, ; Svihla et al, ; Voogt et al, ).…”

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

“…Such an experiment would provide adequate experience to evaluate and optimize the TPD process. Somewhat similar suggestions for the successive cycles have been made by Warburton and Mor (2015), and by Papanikolaou et al (2017). • Enactment and validation of the LDs in authentic environments, such as the approach adopted by colleagues who participated in the METIS EU-funded project (2012).…”

CIDA: A collective inquiry framework to study and support teachers as designers in technological environments

“…Moreover, the above teacher communities' frameworks do not integrate the use of technologies and analytics tools by teachers in relation to knowledge building. Although the CoI framework has been often used in the context of computer-mediated student learning few examples address teacher learning and TPD (Yang, 2016;Papanikolaou, Makri, & Roussos, 2017). In these cases, the CoI model was essentially explored with pre-service teachers through collaborative structures, collective, peer feedback and types of knowledge building.…”