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Learning as representation and representation as learning: A theoretical framework for teacher knowledge in the digital age

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Oliveira, J.M., Cervera, M.G. & Martí, M.C. (2009). Learning as representation and representation as learning: A theoretical framework for teacher knowledge in the digital age. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 2646-2653). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31851.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
ISBN 1-880094-73-8
  George Siemens & Catherine Fulford
AACE

More Information on EDMEDIA
Table of Contents

Authors

Janaina Minelli Oliveira, Mercè Gisbert Cervera, Mar Camacho Martí, Universitat Rovira i Virgili, Spain

Abstract

The present theoretical paper draws on the Technological Pedagogical Content Knowledge framework as a map onto which the contributions of a multimodal perspective of learning to teacher education are identified. It is assumed both learning and sign-making are dynamic processes which change the resources through with the processes take place and those who are involved in the processes. It is argued teachers reflexively educated in this framework will emerge as professionals whose perceptions of learning and semiosis are closer to the educational requirements of the XXI century.

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