Using TPACK as a model for school development PROCEEDINGS
Kirsti Engelien, Department of Teacher Education and School Development, University of Oslo, Norway ; Kjersti Stundal, Gjerdrum secondary school, Norway
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Using an in-depth case study, we will demonstrate how the TPACK framework was used as a foundation for a school development project. As part of a national strategy program, The Knowledge Promotion – from words to practice, a small primary school developed a large scale project, involving all staff and pupils over a period of two years with the intention of becoming “a digitally competent school”. The school collaborated closely with teacher educators during this project. Based on results from a school evaluation program, TPACK was used as a fundamental strategy for this school development project. This paper elaborates on the different strategies that were implemented to develop teachers’ TPACK. Results from the case study also show that TPACK can be used to highlight the skills of the school principal. These are required to lead the school's ICT implementation, and to relate to a complex, multifaceted and situated practice.
Engelien, K. & Stundal, K. (2010). Using TPACK as a model for school development. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3818-3823). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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