Distributed TPACK: Going Beyond Knowledge in the Head
PROCEEDINGS
Nicoletta Di Blas, Paolo Paolini, Politecnico di Milano, Italy ; Sandra Sawaya, Punya Mishra, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
Citation
Di Blas, N., Paolini, P., Sawaya, S. & Mishra, P. (2014). Distributed TPACK: Going Beyond Knowledge in the Head. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2464-2472). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/131154/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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Distributed TPACK What kind of teachers does it work for?
Nicoletta Di Blas
Journal of e-Learning and Knowledge Society Vol. 12, No. 3 (Jun 22, 2016)
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Knowledge Flows as a Way to Understand Learning Processes
Stella Casola, Nicoletta Di Blas & Paolo Paolini, Politecnico di Milano, Department of Electronics, Information and Bioengineering (DEIB), Italy
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 921–926
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Unpacking TPACK: reconsidering knowledge and context in teacher practice.
Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States; Benjamin Zunica, Monash University, Australia
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429
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Knowledge Flows in a Learning Process: the DDK Model
Nicoletta Di BLAS, DEIB- Politecnico di MIlano, Italy; Paolo Paolini, DEIB-Politecnico di Milano, Italy
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1507–1514
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Looking outside the circles: Considering the contexts influencing TPACK development and enactment
Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3029–3036
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MOOCs, Communities and Distributed TPACK
Paolo Paolini, Nicoletta DI Blas & Aldo Torrebruno, Politecnico di Milano, Italy
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3364–3369
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TPACK as shared practice: Toward a research agenda
David Jones, Amanda Heffernan & Peter Albion, University of Southern Queensland, Australia
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3287–3294
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