Deep-play: developing TPACK for 21st century teachers

  • Authors:

  • Matthew J. Koehler;Punya Mishra;Emily C. Bouck;Michael DeSchryver;Kristen Kereluik;Tae Seob Shin;Leigh Graves Wolf

  • Affiliations:

  • Michigan State University, 509B Erickson Hall, East Lansing, MI 48824, USA.;Michigan State University, 509A Erickson Hall, East Lansing, MI 48824, USA.;Purdue University, 5146 BRNG Hall, 100 N. University St., West Lafayette, IN 47907, USA.;Michigan State University, 3520 Vinewood Ave SE, Grand Rapids, MI 49546, USA.;Michigan State University, 3520 Vinewood Ave SE, Grand Rapids, MI 49546, USA.;University of Central Missouri, 2208 Lovinger, University of Central Missouri, Warrensburg, MO 64093, USA.;Michigan State University, 509D Erickson Hall, East Lansing, MI 48824, USA

  • Venue:
  • International Journal of Learning Technology
  • Year:
  • 2011

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Abstract

A key complication facing teachers who seek to integrate technology in their teaching is the fact that most technologies are not designed for educational purposes. Making a tool an educational technology requires creative input from the teacher to re-design, or maybe even subvert the original intentions of the designer. The learning technology by design (LT/D) framework has been proposed as being an effective instructional technique to develop deeper understanding of technological pedagogical content knowledge. In this paper we expand our description of the LT/D technique to develop what we call a deep-play model for teacher professional development. The deep-play model integrates: a) pedagogy for key 21st century learning skills; b) content that cuts across disciplines with trans-disciplinary cognitive tools; c) technology by the creative repurposing of tools for pedagogical purposes.