Technology engagement for academics in third level: Utilising the technological, pedagogical and content knowledge framework (TPACK)

Abstract

Research into the use of innovative information and communications
technology (ICT) for academic purposes is growing quickly. Much of the
current research explores the opportunities presented by ICT and social
media as innovative tools for teaching and enhancing student learning
(O’Brien & Glowatz, 2013; Duncan & Barczyk, 2013). This paper suggests
that the role of the academic in navigating the use of ICT in their teaching
in HE has been overlooked in discussions. Koehler and Mishra (2009)
propose the technological, pedagogic and content knowledge (TPACK)
framework to explore the relationship of technology in teaching. O’Brien
and Glowatz (2013) investigate the suitability of the TPACK framework
in the context of academic engagement in order to investigate its
relevance for academics teaching in HE. This paper suggests elements
of the teaching dynamic are overlooked and evaluates the use of the
TPACK framework in the exploration of technology in higher education
by academics. Specifically, the authors address the key question ‘How
do academics currently make use of technology to teach at higher
education?’.

https://doi.org/10.37074/jalt.2018.1.1.3
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