TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform
Chapter, Peer reviewed
Copyright by a a c e. reprinted from the " proceedings of s i t e 2009. 20th international conference" with permission of a a c e (http://www.aace.org).
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Original versionEngelien, K. & Giæver, T.H. & Johannesen, M. & Klevenberg, B. & Knain, E. & Nore, H. (2009). TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform. I: I. Gibson et al. (Eds.). "Proceedings of SITE 2009. 20th International Conference". (s. 4062-4068). Chesapeake, VA: AACE. http://go.editlib.org/p/31294
This article presents three cases from the Norwegian national project "Learning Networks" to illustrate the challenges met by teachers trying to implement educational technology in their teaching. The Knowledge Promotion (K06) is a national curriculum reform. The goal of this reform is to help all students to develop fundamental skills that will enable them to participate actively in our society of knowledge, including the ability to make use of information and communication technology. This basic skill has been incorporated into all subject syllabuses through year 6-18. The analysis of the cases is carried out within a single theoretical framework; TPACK (Technological Pedagogical and Content Knowledge), which brings to light the interaction between three central knowledge areas for the teacher: content knowledge, pedagogical knowledge and technological knowledge. Experiences from Learning Networks show that a successful implementation of the Knowledge Promotion requires technological pedagogical content knowledge in all areas of the educational system.