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dc.contributor.authorEngelien, Kirstien_US
dc.contributor.authorGiæver, Tonje Hildeen_US
dc.contributor.authorJohannesen, Monicaen_US
dc.contributor.authorKlevenberg, Benteen_US
dc.contributor.authorKnain, Eriken_US
dc.contributor.authorNore, Hægeen_US
dc.date.accessioned2010-04-12T07:53:24Z
dc.date.available2010-04-12T07:53:24Z
dc.date.issued2009en_US
dc.identifier.citationEngelien, 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.en_US
dc.identifier.isbn1-880094-67-3en_US
dc.identifier.urihttp://hdl.handle.net/10642/299
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisherAssociation for the Advancement of Computing in Educationen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectKnowledge promotionen_US
dc.subjectEducationen_US
dc.subjectTechnologyen_US
dc.subjectTeachingen_US
dc.subjectTPACKen_US
dc.subjectPedagogyen_US
dc.titleTPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reformen_US
dc.typeChapteren_US
dc.typePeer revieweden_US
dc.description.versionCopyright by AACE. Reprinted from the "Proceedings of SITE 2009. 20th International Conference" with permission of AACE (http://www.aace.org).en_US
dc.identifier.fulltextfulltext https://oda.hio.no/jspui/bitstream/10642/299/2/466430.pdf
dc.identifier.doihttp://go.editlib.org/p/31294


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