1. Distributed TPACK:Going Beyond Knowledge in theHeadNicoletta Di BlasPaolo PaoliniSandra SawayaPunya Mishra1

2. TPACK2 3. Though the TPACK framework has beentypically seen as being resident in individualteachers head, the truth of the matter isthat, in most teaching contexts, teachersseldom work independently.Teachers immerse themselves within asystem of external aids.3 4. learnersonlineresourcestextbooksother teacherscomputing devices andsoftware4 5. Distributed TPACK5 6. 6 7. Where does the idea of DistributedTPACK come from? Distributed cognition challenges the ideathat cognition is centralized within anindividuals head. When performing a certain task, anindividual is part of a performance systemalongside other individuals.7 8. Distributed TPACK in PriorResearch Koehler et al. (2007) Quantitative discourse analysis of two teamsdesigning an online course. As conversations moved on, segmentsrelated to content, pedagogy, and technology,were distributed quite evenly across themembers of the group. these three components seem to be not onlymore integrated at a group level, but alsowithin the individuals (p. 753).8 9. Representation of the coded conversation of thecourse. Line segments represent topicalthreads.Koehler et al. (2007)9 10. Distributed TPACK in PriorResearch Benson and Ward (2013) Thematic content analysis of data from threefaculty member who successfully taughtonline. Despite their success, none of the teachersexhibited an equal distribution of the threeknowledge domains and as such had anunbalanced TPACK profiles.10 11. Example of the uneven distribution of the threeknowledge domains.Benson and Ward (2013)11 12. Evidence in Current Research: Case#1 HOC-LAB: 2002-2009: a number ofprograms based on Multi-Users VirtualEnvironments (MUVE) More than 9,000 students (aged 12 to 18),from 18 European countries, Israel and theUSA12 13. 13 14. Case #1: Interesting Finding Even though teachers were successful inimplementing the projects, and the students benefited from the learningexperiences, the teachers often lacked sufficient priorknowledge regarding the content that theyneeded to teach and the technology theyneeded to use.14 15. Case #1: Who did what? TEACHERS orchestrated all the operations checked that all activities were done in due time checked their students behavior STUDENTS managed most of the technical activities (avatars,games, HTML presentations) studied background materials completed the homework, the class presentations interacted with remote peers (chat, forum, mail)15 16. Case #1: Who did what? OTHERS e.g., colleagues, technical staff, families provided organizational support (e.g. additional hours) provided technical support (setting of the lab the daybefore) were supportive and collaborative in many ways (e.g. ascontent providers) DESIGNERS provided the technical environment and the instructionsto use it provided the basic pedagogical implementation provided the background material16 17. Case #1: Case for Distributed TPACKTECHNOLOGICAL KNOWLEDGE distributed among teachers, technical staff,and students 40% of the teachers claimed to use acomputer almost every day; while 13.3% usedit less than once a week The installation of the environment was doneby my colleague, the French teacher,17 18. Case #1: Case for Distributed TPACKCONTENT KNOWLEDGE passed on from experts through designers toteachers and students contribution by both local experts and students A year after participating in the project [SEE, theDead Sea Scrolls], I took my class to visit asynagogue: the students were so knowledgeableabout many aspects of Hebrew culture, that therabbi asked whether they were Jews!18 19. Case #1: Case for Distributed TPACKPEDAGOGICAL KNOWLEDGE in the head of the teacher contribution from the designers who providedan overall project implementation schema19 20. Evidence in Current Research: Case#2 HOC-LAB: From 2006, a national (andfrom this year international) competitionwith multimedia storytelling More than 26,000 students (aged 4-18) More than 1000 stories created20 21. 21 22. Case #2: Who did what? TEACHERS orchestrate all the operations check that all activities are done well and in due time STUDENTS manage most of the technical activities (scanning ofdrawings, audio editing, image editing) desk research design a multimedia story create multimedia content22 23. Case #2: Who did what? OTHERS colleagues, technical staff, families provide organizational support (e.g. additional hours) provide technical support (setting of the lab the daybefore) are supportive and collaborative in many ways (e.g. ascontent providers) DESIGNERS provide the technical environment and the instructionsto use it provide the basic pedagogical implementation (how tocreate a story)23 24. Case #2: Case for Distributed TPACKTECHNOLOGICAL KNOWLEDGE distributed among teachers, technical staff, and students the overall technology knowledge of the teachers waspoor; 59.1% rated their ability in using technologies as soand so I did not have any personal experience in writingmultimedia narratives. This fact, instead of being anegative factor, made the activity nicer and moreinteresting. It created new roles: in general I teachphilosophy and students ask questions. In thisexperience, instead, I was placed at the same level as thestudents.24 25. Case #2: Case for Distributed TPACKCONTENT KNOWLEDGE retrieved by teachers and students from varioussources; contribution from institutions (e.g. museums) andrelatives25 26. Case #2: Case for Distributed TPACKPEDAGOGICAL KNOWLEDGE in the head of the teacher contribution from the designers who provide anoverall schema on how to create a story Even the rigidity of the format, counting words,counting images was helpful in organizing the work.[The students] started writing long texts, but theyrealized by themselves that they need to shortenthem.26 27. In conclusion, An intellectual partnership is createdbetween the users (teachers, students,colleagues, families, external helpers.)and the technology. Cognitive functions are distributedamongst them.27 28. In conclusion, Distributed TPACK suggests that teachingexpertise and knowledge can bedifferentially distributed between thevarious social and cognitive tools. TPACK is dynamic and the roles played byindividuals are not pre-defined but rathernegotiated and discovered.28 29. Relevance of DistributedTPACK FOR RESEARCH investigation of the change in TPACK forteachers and students before and after theexperience (dynamic nature of TPACK) FOR PRACTICE in teachers training in ICT based educational experiences design29 30. Thank you! Nicoletta Di Blas nicoletta.diblas@polimi.it Paolo Paolini paolo.paolini@polimi.it Sandra Sawaya sawayasa@msu.edu Punya Mishra punya@msu.edu MUVEs program www.learningateurope.net Digital storytelling competition: www.policulturainternational.net www.policulturaportal.it/eng30