TPACK as shared practice: Toward a research agenda

David T. Jones, The Weblog of (a) David Jones, Jan 08, 2015
Commentary by Stephen Downes

Technological Pedagogical Content Knowledge (TPACK) has surfaced in the literature recently as "a popular framework for describing the knowledge required by teachers to successfully integrate technology," says David T. Jones. However, despite the newness of the field, old habits die hard: TPACK "has consistently been conceptualized as being a form of knowledge that is resident in the heads of individual teachers." Regular readers of OLDaily will know we need to look at knowledge more broadly. Jones writes, "the entire context, understood as an interactive system including people, materials and representational systems, in which an activity takes place becomes “a fundamental part of what is learned” (Putnam & Borko)." The post analyzes teacher knowledge as situated, social, distributed and protean (ie., tending or able to change frequently or easily).

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