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[stuff about teacher skills in ICT and DL]

Technological Pedagogical content Knowledge (TPCK)

Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). (See Figure) The TPACK framework builds on Shulman’s idea of Pedagogical Content Knowledge

Background:   see TPCK website and TPCK wikipedia page

Hofer, M., & Swan, K. (2008). Technological pedagogical content knowledge from the ground level: a case study of a middle school digital documentary project.

Journal of Research and Technology Education, 41(2), 179e200

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content  knowledge: A new framework for teacher knowledge. Teachers College Record, 

108(6), 1017–1054 - available here

Schulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1e22

New Opportunities Funding: Into the Classrooms of Tomorrow (June 2002)

In 1998, the Government announced its intention to allocate 230m from the National Lottery, to be distributed by the New Opportunities Fund (NOF) to provide Information and Communications Technology (ICT) training for teachers and school librarians in all UK maintained schools (see report here). It allocated 23m of this fund to Scotland. The purpose of the training programme for teachers and school librarians is to contribute to meeting one specific target set out in the Connecting the Learning Society consultation paper of 1997. This is to ensure that "serving teachers feel confident and competent to teach using ICT within the curriculum, and that librarians are similarly trained." The main aim of the training ultimately is to raise the standard of pupils' achievements by increasing the expertise of teachers in the use of ICT in sector and subject teaching in all areas of the curriculum and by improving the confidence and competence of school librarians in their use of ICT.

Pountney, R. (2003). Ready and willing? Factors impacting on engagement with professional development in ICT in primary schools.  Paper presented at the ITTE (The Association for Information Technology in Teacher Education) 2003 conference, Leeds, July 2003. Available here