TPACK as shared, distributed knowledge
Chapter, Peer reviewed
Postprint version of published article. original can be found at http://www.editlib.org/p/33991
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Original versionNore, 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. http://www.editlib.org/p/33991
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.