INTEGRATION OF ICT IN TEACHER EDUCATION
APPROACHES BETWEEN THE TPACK MODEL AND THE SOCIOCULTURAL PERSPECTIVE
Keywords:
TPACK, ICT, Mediation, Mastery, appropriationAbstract
We aimed to conduct a theoretical discussion of the elements that enable reading of the
Pedagogical and Content Technological Knowledge (TPACK) model from the perspective of the
sociocultural approach. To this end, we present the conceptual structures of the TPACK model and
introduce information and communication technologies (ICT) as cultural and symbolic tools to mediate
the teacher's pedagogical action. By assuming the concepts of mediation, domain, and appropriation,
arising from the sociocultural approach, we establish a dialogue with the TPACK model to highlight the
possible contributions of this reinterpretation to teacher training today. Finally, we discuss the
implications of this approach for initial teacher education for and with digital technologies. We hope we
will contribute to the discussions underlying teacher research and training, supporting conceptualization
that is useful for the research into the modes of interaction mediated by ICT, as well as to the discussion
about the factors involved in the ways teachers access, capture, and build professional knowledge in the
interface with digital technologies
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