Design activities can be considered a fruitful opportunity for teacher collaborative reasoning and development of TPACK (Technological Pedagogical Content Knowledge). Teachers in this study, design technology rich curriculum activities for early literacy. The aim of this study is to explore how their explicated reasoning during the conversations they hold show change over time in relation to what they reason about and whether their technological pedagogical and content knowledge (TPACK) changes or even plays a role in this process. The findings suggest the design conversations provide a promising context for teacher learning because they higher levels of inquiry (application and use) dominate the conversations; and the kinds of considerations that dominate the conversations, in this small study, seem to shift over time. This would furthermore suggest that indeed by being engaged in design of technology, TPACK develops.
|Publication status||Published - 2013|
|Event||8th EAPRIL conference 2013: Where Practice and Research on Learning and Development Meet - Biel/Bienne, Switzerland|
Duration: 27 Nov 2013 → 29 Nov 2013
Conference number: 8
|Conference||8th EAPRIL conference 2013|
|Period||27/11/13 → 29/11/13|