The TPACK model and teacher training in digital skills. Italian legislation and pedagogical implications
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Apr 6, 2018
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Abstract
This paper examines the measures taken by the Italian Government to enhance the digital
competencies of pre-service and in-service teachers so as to promote educational innovation in Italy’s schools. The study discusses these measures within the framework of TPACK (Technology, Pedagogy and Content Knowledge), a model that outlines the knowledge domains underpinning teaching/learning processes in which technology plays a substantial role. The results show that, in spite of the wellestablished international conversation around TPACK, the Italian education system has not yet officially adopted this model, either for pre-service or for in-service teacher training. At the same time, however, anumber of government actions have actually paved the way towards possible adoption of the model itself, both from a theoretical and a methodological point of view.
competencies of pre-service and in-service teachers so as to promote educational innovation in Italy’s schools. The study discusses these measures within the framework of TPACK (Technology, Pedagogy and Content Knowledge), a model that outlines the knowledge domains underpinning teaching/learning processes in which technology plays a substantial role. The results show that, in spite of the wellestablished international conversation around TPACK, the Italian education system has not yet officially adopted this model, either for pre-service or for in-service teacher training. At the same time, however, anumber of government actions have actually paved the way towards possible adoption of the model itself, both from a theoretical and a methodological point of view.
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References
Admiraal, W., Van Vugt, F., Kranenburg, F., Koster, B., Smit, B., Weijers, S., & Lockhorst, D. (2017). Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology- infused approach. Technology, Pedagogy and Education, 26(1), 105-120. doi:10.1080/1475939X.2016.1163283
Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: an instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302. doi:10.1111/j.1365-2729.2005.00135.x
Bonaiuti, G. (2012). Formazione degli insegnanti e tecnologie educative. Il caso della LIM. In M. Ranieri (Ed.), Risorse educative aperte e sperimentazione didattica (pp. 71-88). Firenze, IT: Firenze University Press.
Calvani, A., & Varisco, B.M. (1995) Costruire-decostruire significati. Padova, IT: Cleup.
Chai, C., S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, 13(4), 63–73.
Di Blas, N., Paolini, P., Sawaya, S. & Mishra, P. (2014). Distributed TPACK: Going Beyond Knowledge in the Head. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2464-2472). Jacksonville, FL: Association for the Advancement of Computing in Education (AACE).
Galliani, L., & Messina L. (2013). Formazione universitaria degli insegnanti alle TD. In D. Persico & V. Midoro (Eds.), Pedagogia nell’era digitale (pp. 125-133). Ortona, IT: Edizioni Menabò.
Guerra, L. (2002). Educazione e tecnologie. I nuovi strumenti della mediazione didattica. Bergamo, IT: Junior.
Herrington, J., Reeves, T.C, & Oliver, R. (2010). A guide to authentic e-learning. London and New York: Routledge.
Hutchins, E. (1995). Cognition in the Wild. Cambridge, MA: The MIT Press.
Hutchins, E. (2006). The distributed cognition perspective on human interaction. In N. J. Enfield & S. C. Levinson (Eds.), Roots of Human Sociality: Culture, Cognition and Interaction (pp. 375-398). Oxford and New York: Berg.
Koehler, M., J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. doi:10.2190/0ew7-01wb-bkhl-qdyv
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers ‘technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58. doi:10.2190/EC.44.1.c
Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193-203. doi:10.1016/j.tate.2004.12.005
Messina, L., & Tabone, S. (2012). Integrating technology into instructional practices focusing on teacher knowledge. Procedia: Social & Behavioral Sciences, 46, 1015-1027. doi:10.1016/j.sbspro.2012.05.241
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. doi:10.1016%2fj.tate.2005.03.006
Pamuk, S. (2011). Understanding pre-service teachers’ technology use through TPACK framework. Journal of Computing Assisted Learning, 28(5), 425–439. doi: 10.1111/j.1365-2729.2011.00447.x
Phillips, M. (2016). Re-Contextualising TPACK: Exploring Teachers’ (Non-)Use of Digital Technologies. Technology, Pedagogy and Education, 25(5), 555-571. doi: 10.1080/1475939X.2015.1124803
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 3-36). New York, NY: MacMillan.
Varisco, B. M., & Grion, V. (2000). Apprendimento e tecnologie nella scuola di base. Torino, IT: UTET.
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. doi:10.1111/j.1365-2729.2012.00487.x
Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89- 103. doi: 10.1080/21532974.2014.891877
Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: an instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302. doi:10.1111/j.1365-2729.2005.00135.x
Bonaiuti, G. (2012). Formazione degli insegnanti e tecnologie educative. Il caso della LIM. In M. Ranieri (Ed.), Risorse educative aperte e sperimentazione didattica (pp. 71-88). Firenze, IT: Firenze University Press.
Calvani, A., & Varisco, B.M. (1995) Costruire-decostruire significati. Padova, IT: Cleup.
Chai, C., S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, 13(4), 63–73.
Di Blas, N., Paolini, P., Sawaya, S. & Mishra, P. (2014). Distributed TPACK: Going Beyond Knowledge in the Head. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2464-2472). Jacksonville, FL: Association for the Advancement of Computing in Education (AACE).
Galliani, L., & Messina L. (2013). Formazione universitaria degli insegnanti alle TD. In D. Persico & V. Midoro (Eds.), Pedagogia nell’era digitale (pp. 125-133). Ortona, IT: Edizioni Menabò.
Guerra, L. (2002). Educazione e tecnologie. I nuovi strumenti della mediazione didattica. Bergamo, IT: Junior.
Herrington, J., Reeves, T.C, & Oliver, R. (2010). A guide to authentic e-learning. London and New York: Routledge.
Hutchins, E. (1995). Cognition in the Wild. Cambridge, MA: The MIT Press.
Hutchins, E. (2006). The distributed cognition perspective on human interaction. In N. J. Enfield & S. C. Levinson (Eds.), Roots of Human Sociality: Culture, Cognition and Interaction (pp. 375-398). Oxford and New York: Berg.
Koehler, M., J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. doi:10.2190/0ew7-01wb-bkhl-qdyv
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers ‘technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58. doi:10.2190/EC.44.1.c
Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193-203. doi:10.1016/j.tate.2004.12.005
Messina, L., & Tabone, S. (2012). Integrating technology into instructional practices focusing on teacher knowledge. Procedia: Social & Behavioral Sciences, 46, 1015-1027. doi:10.1016/j.sbspro.2012.05.241
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. doi:10.1016%2fj.tate.2005.03.006
Pamuk, S. (2011). Understanding pre-service teachers’ technology use through TPACK framework. Journal of Computing Assisted Learning, 28(5), 425–439. doi: 10.1111/j.1365-2729.2011.00447.x
Phillips, M. (2016). Re-Contextualising TPACK: Exploring Teachers’ (Non-)Use of Digital Technologies. Technology, Pedagogy and Education, 25(5), 555-571. doi: 10.1080/1475939X.2015.1124803
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 3-36). New York, NY: MacMillan.
Varisco, B. M., & Grion, V. (2000). Apprendimento e tecnologie nella scuola di base. Torino, IT: UTET.
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. doi:10.1111/j.1365-2729.2012.00487.x
Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89- 103. doi: 10.1080/21532974.2014.891877