The paper reports the lessons learnt from a large case-study: a whole primary school campus using the Interactive White Boards in the normal school practice, has been monitored for one year by researchers of Politecnico di Milano. More than 250 educational experiences were reported, by means of daily short reports and interviews. The lessons learnt are: first, even teachers with little understanding of technology are able to embed it effectively in the classroom. Pedagogy seems to prevail over technological knowledge, somehow in opposition to the TPCK model. Secondly, teachers (even the good ones) have a problem in reporting their own behavior: the daily short reports and the interviews were crucial to understand what had really happened in the class, while traditional self- reporting was quite ineffectual. Thirdly, from a school management point of view, the introduction of good, “normal” practices proved far more effective than a few glamorous “best” practices, which get published on papers but, in the end, do not really affect the school system as a whole. The monitoring techniques were also input for the Learning4All project, which promotes the collection of good practices through an innovative online portal.
Pedagogy vs. Technology in the TPCK Model: Evidences from a Large Case-Study
DI BLAS, NICOLETTA;PAOLINI, PAOLO
2012-01-01
Abstract
The paper reports the lessons learnt from a large case-study: a whole primary school campus using the Interactive White Boards in the normal school practice, has been monitored for one year by researchers of Politecnico di Milano. More than 250 educational experiences were reported, by means of daily short reports and interviews. The lessons learnt are: first, even teachers with little understanding of technology are able to embed it effectively in the classroom. Pedagogy seems to prevail over technological knowledge, somehow in opposition to the TPCK model. Secondly, teachers (even the good ones) have a problem in reporting their own behavior: the daily short reports and the interviews were crucial to understand what had really happened in the class, while traditional self- reporting was quite ineffectual. Thirdly, from a school management point of view, the introduction of good, “normal” practices proved far more effective than a few glamorous “best” practices, which get published on papers but, in the end, do not really affect the school system as a whole. The monitoring techniques were also input for the Learning4All project, which promotes the collection of good practices through an innovative online portal.File | Dimensione | Formato | |
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