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    Poster EDEN Conference 2013

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    Jörgen Holmberg
    Poster describing a research project at the University of Gävle and presented at the EDEN conference in Osl0 2013

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    Poster EDEN Conference 2013

    Uploaded by

    Jörgen Holmberg
    17 views1 page
    Poster describing a research project at the University of Gävle and presented at the EDEN conference in Osl0 2013

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    © © All Rights Reserved

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    Poster describing a research project at the University of Gävle and presented at the EDEN conference in Osl0 2013

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    17 views1 page

    Poster EDEN Conference 2013

    Uploaded by

    Jörgen Holmberg
    Poster describing a research project at the University of Gävle and presented at the EDEN conference in Osl0 2013

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Context

    Setting
    The University College of Gvle has about
    14 500 students. Around 40%
    of these are distance students.
    Target group
    Around 300 teachers at three
    different faculties.
    Teachers were included irrespective
    of whether they primarily taught online or on
    campus courses.
    Time frame
    May 2011 to December 2011

    Planning and implementing in-service ICT-training
    to support development of higher education teachers TPACK
    Projekt Goals
    Main goal
    provide opportunities and support for higher
    education teachers with limited resources and time
    to develop their ability to successfully integrate ICT
    in their teaching to support learning.
    Sub-goals
    Avoid techno-centrism and standard solutions.
    Provide support catered to individual needs.
    Provide time-effcient support.
    Create an arena for teachers to exchange and
    discuss ideas and experiences of pedagogical
    ICT-use.
    Build an awareness of the reciprocal relationship
    between technology, pedagogy and content in
    ICT-supported teacher practice.
    Theoretical Underpinnings
    Successful teaching with ICT is not about
    adding ICT to existing practices. Its a matter of
    becoming aware of how the choice and use of
    different ICT-tools depends on and has
    consequences for pedagogical practice and the
    understanding, choice and representation of con-
    tent.
    A teacher who understands the complex
    relationship and interplay between
    technological knowledge (TK), pedagogical
    knowledge (PK) and content knowledge (CK),
    AND learns how to successfully integrate them to
    support learning in different contexts
    represents a new unique form of expertise which
    can be labeled TPACK.
    Implementation
    Two initiatives
    Lessons learned
    Individual support in the use of LMS and web conference
    Almost 50% of the teachers scheduled individual
    support sessions.
    Learning in a familar safe surrounding was
    appreciated.
    Individual support was much appreciated.
    Lunch seminars for examples and discussions about
    pedagogical ICT-use
    About 17% of the teachers attended at least one
    lunch seminar.
    The lunch seminar discussions were considered
    relevant for teachers everyday practice.
    Being able to receive in-service training during lunch
    time was appreciated and often a prerequisite for
    participation.
    Theoretical framework
    Most suggested lunch seminar themes and desired
    support concerned technology and technological skills.
    Limited interest in the web 2.0 features of the LMS and
    how to use these to support learning.
    Some interest in the integration of ICT and how this
    affected pedagogical practice and vice versa
    (TPK in the TPACK-framework).
    Almost no interest or discussions about the relationship
    and interplay between technological knowledge and
    content knowledge (TCK in the TPACK-framework).
    Concluding Remarks and Recommendations
    Teachers tended to focus on developing their
    technological knowledge when thinking about how
    to develop their ability to successfully use ICT to
    support learning.
    Time and support to think and learn about how to
    integrate ICT into ones teaching practice was
    considered imperative
    An arena to exchange and discuss pedagogical
    ICT-practices is important.
    Despite the opportunity of fexible individual support
    and the chance to exchange experiences with
    colleagues over a free lunch, 50% of the teachers
    did not prioritize developing their pedagogical use
    of ICT (i.e. their TPACK)
    Strategic discussions with faculty leaders about
    conditions for in-service ICT-training and course
    development are necessary.
    Expectations on pedagogical ICT-profciency for
    teachers who teach online courses should be
    formulated.
    The possibility to benchmark online courses
    against defned quality indicators should be further
    explored
    RE F E RE NCE S
    BARAN, E.; CORREIA, A.P.;THOMPSON, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers.
    Distance Education, 32(3), pp. 421-439.
    FRANSSON, G. & HOLMBERG, G. (2012) Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A collaborative self-study to
    understand teaching practice and aspects of knowledge. Studying Teacher Education, 8(2), 193-204.
    MISHRA, P., & KOEHLER, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 10171054.
    SHULMAN, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 414.
    Individual support in the use of LMS
    and web conference
    Participating teachers filled out
    a self-assessment survey indicating
    functionalities of the LMS where
    they needed support.
    Support personnel and individual
    teachers scheduled 1-3 meetings
    in the individual teachers office and
    focused on the needs expressed in
    the self-assessment survey.
    Lunch seminars for examples and discussions
    about pedagogical ICT-use
    Teachers indicated their interest in a number of
    suggested lunch seminar themes illustrating different
    aspects and considerations of pedagogical ICT-use.

    They were also encouraged to suggest themes and
    actively contribute as opening speakers.
    15 lunch seminars were organized, 60-90 minutes
    including a free light lunch.

    Mostly one teacher led off by sharing experiences and
    thoughts about pedagogical ICT-use or certain features
    of the LMS.
    Jrgen Holmberg, [email protected] Mats Brenner, [email protected] University College of Gvle, Sweden
    Using the image in your own works. Others are free to use the image in non-proft
    and for-proft works under the following conditions.
    The source of the image is attributed as http://tpack.org
    The image is captioned or credited as Reproduced by permission of the publisher, 2012 by tpack.org (or something equivalent)
    Scan QR-Code for abstract www. hi g. se
    DISTANCE
    STUDENTS
    40 %
    CAMPUS
    STUDENTS
    60 %

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