Frameworks for Analysing the Expertise That Underpins Successful Integration of Digital Technologies into Everyday Teaching Practice

Abstract

This 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 & Mishra, Contemporary Issues in Technology and Teacher Education, 9(1), 2009); the Instrumental Orchestration framework (Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, & L. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 197–230). New York: Springer.); and the Structuring Features of Classroom Practice framework (Ruthven, Education & Didactique, 3(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, Contemporary Issues in Technology and Teacher Education, 9(2), 2009; Drijvers, Doorman, Boon, Reed, & Gravemeijer, Educational Studies in Mathematics, 75(2), 213–234, 2010; Ruthven, Deaney, & Hennessy, Educational Studies in Mathematics, 71(3), 279–297, 2009).