This contribution shows some possible reifications provided by technologies in classroom teaching on the basis of the TPCK framework (Koehler & Mishra, 2005), which in turn derives from L. Shulman’s PCK framework (1986); this model analyses any possible interconnection between interdisciplinary content, pedagogic management of contents and technology. This work aimed at creating an ICT expertise-based network in some schools of Apulia starting from some systemic modifications introduced in the didactic programming. The preliminary results of this study & research project are here showed: the first one deals with hypermedia co-planning which can set up interdisciplinary learning towards competence-based teaching methodologies; the second one introduces “FlipBook - Don Chisciotte” (Don Quixote), an e-book with a LMS system with remote interaction modes which can allow synergic planning or autobiographical writing; the last one deals with an author-based framework of self-production contents in language teaching.

Learning how to "incorporate" the technologies in ordinary classroom teaching. The ongoing multidisciplinary experiences carried out by the Didasco research project group

PERLA, Loredana;
2014

Abstract

This contribution shows some possible reifications provided by technologies in classroom teaching on the basis of the TPCK framework (Koehler & Mishra, 2005), which in turn derives from L. Shulman’s PCK framework (1986); this model analyses any possible interconnection between interdisciplinary content, pedagogic management of contents and technology. This work aimed at creating an ICT expertise-based network in some schools of Apulia starting from some systemic modifications introduced in the didactic programming. The preliminary results of this study & research project are here showed: the first one deals with hypermedia co-planning which can set up interdisciplinary learning towards competence-based teaching methodologies; the second one introduces “FlipBook - Don Chisciotte” (Don Quixote), an e-book with a LMS system with remote interaction modes which can allow synergic planning or autobiographical writing; the last one deals with an author-based framework of self-production contents in language teaching.
978-88-6194-227-1
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/65154
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