Distributed and Dynamic TPACK: Evidences from a Real-Life Case Study

The concept of “distributed TPACK” (SITE 2014) suggests that “distributing the knowledge across a system of resources and support is a more accurate and realistic depiction of what teachers actually do in the real setting of a classroom”. In other words, teaching with technology is seen as a learning process where the required Knowledge (about T, or C, or P) is distributed across a group of “actors” and resources. In this paper we argue that TPACK is often not only distributed but also dynamic, in the sense that the relevant knowledge dynamically flows among various actors: teachers, students, outside helpers, experts, families, etc. As a consequence, the final distribution of knowledge differs from the initial one. The hypothesis is supported by empirical evidence drawn from a large, real-life, case-study: PoliCultura, a digital storytelling competition involving hundreds of teachers (on the job) and their students. Surveys, interviews and experts are used to understand the underlying dynamic TPACK. The method of investigation provides useful hints about possible improvements of the learning process.