Distributed Technology, Pedagogy, and Content Knowledge: The Integration of Emerging Technologies in Classroom Writing Spaces

• In Event: Maximizing the Impact of Teachers With Learning Technologies

Abstract

This presentation considers the role of teacher knowledge and external support structures in negotiating the implementation of emerging technologies in writing classrooms. One influential perspective called TPACK suggests that integrating technologies in classroom settings depends upon the depth of teacher technological, pedagogical, and content area knowledge. This presentation draws upon data from a multi-sited study of teachers’ integration of emerging technologies in writing contexts. We found that when teachers work closely with education researchers and technology developers, their collective curricular, pedagogical, and technological understandings created a form of distributed competence that supported effective technology integration. This construct, which we have named dTPACK, calls attention to the collaborative potential for innovative educational practice with emerging technologies.

Authors

• Justin Olmanson, University of Nebraska - Lincoln

• Sandra Schamroth Abrams, Saint John's University