Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universitat Oberta de Catalunya
2017
|
| Soggetti: | |
| Accesso online: | https://www.redalyc.org/articulo.oa?id=501550295013 |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
Sommario:
- Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning Kyparisia Papanikolaou Katerina Makri Petros Roussos Educación Learning design Teacher training Community of Inquiry Technology enhanced learning Technological pedagogical content knowledge This paper presents a framework for constructivist pre-service teacher training in Technology Enhanced Learning, adopting a view of teachers as designers of innovative content, working individually and/or collaboratively, discussing and interacting with the instructor, technology and their peers. In such a context, a challenging issue is the content and structure of appropriate activities for cultivating various types of synthetic knowledge combining technology, pedagogy and content through asynchronous collaboration. In this paper, we elaborate on the social orchestration of a training course around collaborative design activities and on the emerging challenges from two successive cycles of implementation. We highlight the elements used to expand and augment online interaction, drawn from two known approaches in teacher training and online learning, the TPACK (Technological, Pedagogical and Content Knowledge) framework and the CoI (Community of Inquiry) model. We specifically examine a) the impact of synthetic design activities to the development of pre-service teachers ’ synthetic knowledge (of Technology, Pedagogy and Content) and b) the relationships among specific elements of TPACK and CoI. Findings drawn from the examination of pre-service teachers ’ perspectives through two structured questionnaires reveal important potential of synthetic activities for teachers ’ TPACK development and highlight specific connections among elements of the TPACK and CoI frameworks. 2017 artículo científico 2365-9440 https://www.redalyc.org/articulo.oa?id=501550295013 en http://www.redalyc.org/revista.oa?id=5015 International Journal of Educational Technology in Higher Education application/pdf Universitat Oberta de Catalunya International Journal of Educational Technology in Higher Education (España) Num.1 Vol.14