PDC is a central policy aim in teacher education across Europe — yet how it manifests in students' actual learning activities remains largely invisible to programme leaders and quality assurance teams. The TTT model makes it visible: a replicable, three-step method any institution can apply to its own coursework.
Each assignment is reviewed against a structured inclusion/exclusion table. The key distinction: technology integrated into the learning task itself versus technology used only to submit the assignment.
Each digital assignment is scored across three TPACK dimensions on a 0–3 scale (max 9 pts). Results are visualised as radar diagrams enabling cross-subject profile comparison.
Each digital assignment is classified along five TIM levels — from Entry (passive tool use) to Transformation (technology reshaping learning). TIM captures what the student is actually asked to do.
Collect your coursework descriptions. Retrieve all mandatory coursework (arbeidskrav) descriptions from your study programme — typically available in course syllabi or LMS.
Apply the Technology Trace. Use the inclusion/exclusion table (Step 1) to identify which assignments explicitly integrate digital technology into the learning activity itself.
Score with TPACK and TIM. For each digital assignment, score TPACK dimensions (0–3) and assign a TIM level. Custom AI tools are available to support this step — contact the author for access.