Lo sviluppo di competenze TPACK di docenti universitari attraverso ruoli di leadership tecnologica | Italian Journal of Educational Technology

Volume 26 Issue 1, 2018 - Special Issue

PDF (Inglese)

Pubblicato: Apr 6, 2018

DOI: https://doi.org/10.17471/2499-4324/984

Parole chiave:

TPACK, Formazione degli insegnanti, Sviluppo professionale, Studio di caso, Leadership tecnologica universitaria, Tecnologie didattiche, Tecnologie per l'apprendimento.

Kamini Jaipal-Jamani

Brock University, St. Catharines

Candace Figg

Brock University, St. Catharines

Diane Collier

Brock University, St. Catharines

Tiffany Gallagher

Brock University, St. Catharines

Kari-Lynn Winters

Brock University, St. Catharines

Katia Ciampa

Widener University, Chester, PA

Abstract

Questo articolo riporta uno studio che ha indagato come i docenti universitari che assumono ruoli di leadership tecnologica hanno sviluppato le conoscenze di TPACK e acquisito competenze nell’insegnamento potenziato dalla tecnologia. Lo studio in questione, condotto in una Facoltà di Scienze della Formazione, riguarda la seconda fase di un’iniziativa di formazione professionale denominata Digital Pedagogies Collaboration. Quattro docenti universitari, che avevano già partecipato a laboratori di tecnologia, si sono offerti volontari per condurre seminari sulle tecnologie che avevano integrato nel proprio insegnamento. È stata utilizzata una metodologia basata su studio di caso di tipo qualitativo e i dati hanno incluso pre- e post-interviste, videoregistrazione di workshop tecnologici e artefatti di laboratorio. I risultati mostrano che assumere un ruolo di guida come facilitatore di workshop migliora le conoscenze e le abilità dei docenti riguardo all’insegnamento con la tecnologia (TPACK).
Inoltre, il modello TPLDM (Professional Learning Design Model), basato su TPACK, è stato utile per progettare workshop incentrati sui contenuti, mentre il Docente Universitario come Leader Tecnologico è risultato essere un elemento utile per l’estensione del Modello della Teoria dell’Azione della Leadership basato sul TPACK (Thomas, Herring, Redmond, & Smaldino, 2013).

Fascicolo

V. 26 N. 1 (2018): Teacher Education for effective technology integration

Sezione

Articoli - Numero speciale

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Biografie autore

Kamini Jaipal-Jamani, Brock University, St. Catharines

Kamini Jaipal-Jamani is a Professor in the Faculty of Education. Her research and publications focus on science teaching and learning, technology integration, and teacher professional development. Her current program of research includes an examination of the use of robotics to promote science learning and computational thinking in K-12 and teacher education contexts.

Candace Figg, Brock University, St. Catharines

Candace Figg is Associate Professor in the Faculty of Education. Her research interests include the development of Technological Pedagogical and Content Knowledge (TPACK), the impact of technology leadership on technology use in classrooms, and the influence of mobile and emerging technologies on 21st century teaching and learning.

Diane Collier, Brock University, St. Catharines

Diane Collier is an Associate Professor in the Faculty of Education. She conductes research in the areas of multimodalities and literacies using qualitative and ethnographic case study methodologies. Other research interests include teaching for social justice and the use of children's literature in classrooms.

Tiffany Gallagher, Brock University, St. Catharines

Tiffany Gallagher is an Associate Professor in the Faculty of Education. Her research areas include literacy assessment, reading and writing strategy instruction, disciplinary literacy, the role of the literacy coach, teachers with learning disabilities, and exceptional learners and inclusion.

Kari-Lynn Winters, Brock University, St. Catharines

Kari-Lynn Winters is an Associate Professor in the Faculty of Education and a Canadian children’s author and playwright. Her research focuses on teacher education, multimodal authorship, arts integration, and children’s literature.

Katia Ciampa, Widener University, Chester, PA

Katia Ciampa is an Assistant Professor in the Center for Education. Her research interests include multiliteracies, the role of motivation in literacy learning, and supporting pre-service teachers’ literacy instructional practices.

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