TPACK and the design of teaching against misinformation in five school subjects

• We investigate how teaching in practice can stimulate students to become better at handling digital information critically and constructively, in different contexts.In the form of a design study where professional teachers and researchers together develop and test different arrangements in teaching, we examine thequestion of how varying materials and teaching methods can support students' digital source criticism in five different school subjects, namely, history, civics,art, psychology and biology. Teachers technological pedagogical content knowledge (Mishra & Koehler, 2006) is at the core of the design iterations aimed atinvestigating educational innovative designs with a positive impact in ordinary messy classrooms. The results highlight how TPACK reflections in relation todesign iterations may promote students’ abilities to identify, evaluate and use digital information in critical and constructive ways in different school subjects. Wealso present and discuss what students learn and struggle to learn in the five subject specific settings in light of research highlighting the importance of digitalcivic literacy.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

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