TPACK as shared, distributed knowledge PROCEEDINGS
Hæge Nore, Akershus University College, Faculty of Technical and Vocational Teacher Education, Norway ; Kirsti L. Engelien, University of Oslo, Department of Teacher Education and School Development, Norway ; Monica Johannesen, Oslo University College, Faculty of Education and International Studies, 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
This article is summing up experiences from five years of Learning Networks established to facilitate the implementation of basic skills in all subjects and on all levels of primary and secondary education in Norway. Among the basic skills is digital literacy. The local schools and their school managers and teachers are expected to be professionals and responsible for interpreting the new curriculums and transform them to local plans, setting focus on content, tasks, working methods and the use of technology. The distributed responsibility for the development of local plans claims a common frame for discussions and interpretations. In this setting TPACK has turned out to b a useful model for understanding practice and management today, for defining competence needs among teachers and school managers and as a strategy tool for school development.
Nore, H., Engelien, K.L. & Johannesen, M. (2010). TPACK as shared, distributed knowledge. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3920-3925). Chesapeake, VA: AACE.
© 2010 AACE