TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform

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Engelien, K., Hilde Giæver, T., Johannesen, M., Klevenberg, B., Knain, E. & Nore, H. (2009). TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4062-4068). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31294.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Kirsti Engelien, University of Oslo (UiO), Norway; Tonje Hilde Giæver, Monica Johannesen, Oslo University College (HiO), Norway; Bente Klevenberg, Erik Knain, The Norwegian University of Life Sciences (UMB), Norway; Hæge Nore, Akershus University College (HiAK), Norway

Abstract

This article presents three cases from the Norwegian national project "Learning Networks" to illustrate the challenges met by teachers trying to implement educational technology in their teaching. The Knowledge Promotion (K06) is a national curriculum reform. The goal of this reform is to help all students to develop fundamental skills that will enable them to participate actively in our society of knowledge, including the ability to make use of information and communication technology. This basic skill has been incorporated into all subject syllabuses through year 6-18. The analysis of the cases is carried out within a single theoretical framework; TPACK (Technological Pedagogical and Content Knowledge), which brings to light the interaction between three central knowledge areas for the teacher: content knowledge, pedagogical knowledge and technological knowledge. Experiences from Learning Networks show that a successful implementation of the Knowledge Promotion requires technological pedagogical content knowledge in all areas of the educational system.

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