TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice

Abstract

Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.

Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching

“…In our study, the participating teachers faced a new situation that challenged their beliefs as well as their established practices. The project resulted in a transformation of teaching practices, as reported in previous papers (Pareto and Willermark 2018;Willermark and Pareto 2015;Willermark et al 2016). Initially, the collaboration was rather superficial, perceived as too time-consuming while returning little added value as pedagogical teaching models.…”

“…First, a pilot group of teacher teams engaged to develop, share and evaluate new cross-boundary Unpacking the Role of Boundaries in Computer-Supported... teaching models. Here a teaching model denotes a delimited unit of teaching including planning, implementation and evaluation of a specified learning tasks acted out in practice, also referred to as didactic designs (Pareto and Willermark 2018). Then, for each year when novel and promising teaching models were developed and evaluated, the community of teachers grew as the project proceeded.…”

The role of multidisciplinarity in developing teachers’ professional digital competence

“…Contemporary PDC research examines the concept itself (Johannesen et al, 2014;Krumsvik, 2014;Lund et al, 2014;Mishra & Koehler, 2006a, 2006bOttestad et al, 2014) and presents models to describe the nature of such competencies for teaching with technology (Colomer-Rubio et al, 2019;Kelentrić et al, 2017;Mishra & Koehler, 2006b;Pareto & Willermark, 2018;Puentedura, 2006;Redecker, 2017;Aagaard & Lund, 2020). Van Laar et al (2017) described digital competencies for the 21 st century, arguing that the 21 st -century competencies are not necessarily underpinned by ICT, while on the contrary, digital competencies provide such integration.…”

Technology-Enhanced Learning and the Pursuit of Sustainability

“…The inroads of technology in the processes of teaching and learning bear the promise attaining just that [9][10][11]. The problem, though, is that educators may not necessarily be skilled enough to use technology in the teaching process efficiently [12][13][14].…”