{"id":7454,"date":"2024-01-13T13:27:46","date_gmt":"2024-01-13T18:27:46","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7454"},"modified":"2024-01-13T13:27:46","modified_gmt":"2024-01-13T18:27:46","slug":"7454","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7454","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Ruthven, K. (2014). Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. In A. Clark-Wilson, O. Robutti, &amp; N. Sinclair (Eds.), <em>The Mathematics Teacher in the Digital Era <\/em>(pp. 373\u2013393). Springer. <a rel=\"noreferrer noopener\" href=\"http:\/\/doi.org\/10.1007\/978-94-007-4638-1_16\" target=\"_blank\">http:\/\/doi.org\/10.1007\/978-94-007-4638-1_16<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThis chapter examines contemporary frameworks for analysing teacher expertise which are relevant to the integration of digital technologies into everyday teaching practice. It outlines three such frameworks, offering a critical appreciation of each, and then explores some commonalities, complementarities and contrasts between them: the Technological, Pedagogical and Content Knowledge (TPACK) framework (Koehler &amp; Mishra,&nbsp;<em>Contemporary Issues in Technology and Teacher Education, 9<\/em>(1), 2009); the Instrumental Orchestration framework (Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, &amp; L. Trouche (Eds.),&nbsp;<em>The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument<\/em>&nbsp;(pp. 197\u2013230). New York: Springer.); and the Structuring Features of Classroom Practice framework (Ruthven, <em>Education<\/em>&nbsp;&amp;&nbsp;<em>Didactique, 3<\/em>(1), 2009). To concretise the discussion, the use of digital technologies for algebraic graphing, a now well established form of technology use in secondary school mathematics, serves as an exemplary reference situation: each of the frameworks is illustrated through its application in a study of teacher expertise relating to this topic (respectively Richardson,&nbsp;<em>Contemporary Issues in Technology and Teacher Education, 9<\/em>(2), 2009; Drijvers, Doorman, Boon, Reed, &amp; Gravemeijer,&nbsp;<em>Educational Studies in Mathematics, 75<\/em>(2), 213\u2013234, 2010; Ruthven, Deaney, &amp; Hennessy,&nbsp;<em>Educational Studies in Mathematics, 71<\/em>(3), 279\u2013297, 2009).\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ruthven, K. (2014). Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. In A. Clark-Wilson, O. Robutti, &amp; N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 373\u2013393). Springer. http:\/\/doi.org\/10.1007\/978-94-007-4638-1_16 Abstract: \u201cThis chapter examines contemporary frameworks for analysing teacher expertise which&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7454\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,6],"tags":[256,504,551,893,1979,2275,2288],"coauthors":[2302],"class_list":["post-7454","post","type-post","status-publish","format-standard","hentry","category-book-chapter","category-theoretical-publication","tag-algebra","tag-secondary-school","tag-mathematics","tag-digital-technologies","tag-tpack-framework","tag-structuring-features-of-classroom-practice-framework","tag-instrumental-orchestration-framework","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7454","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=7454"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7454\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7454"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7454"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7454"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7454"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}