1,225 research outputs found
Academic Engagement Using Social Media: Revisiting the Technological, Pedagogical and Content Knowledge Framework in Higher Education Today
Research into the use of social media for academic purposes is increasingly emerging. Such research suggests that a social networking site (SNS) could be used as an innovative tool for teaching purposes. However, much of previous research has focused on outlining the experience of students and the empirical evidence to date reports how a SNS may develop a higher level of academic engagement amongst students. In addition, research in this field has overlooked review of the pedagogy involved in utilising a SNS for education purposes successfully. Previously, Koehler and Mishra (2009) proposed the TPACK framework to explore the relationship of technology in teaching which builds the basis for this research. This paper explores the suitability of the TPACK framework in the context of utilising SNSs and reviews its relevance to the adoption of a SNS as a teaching tool. Initial observations suggests that the current TPACK framework overlooks some important elements which are relevant to the adoption of SNS
An Exploration of the Technological, Pedagogical and Content Knowledge (TPACK) Framework: Utilising a Social Networking Site in Irish Higher Education
Research into the use of social media for academic purposes is growing. Much of it suggests that social networking sites (SNSs) could be used as innovative tools for teaching (Duncan & Baryzck, 2013; Harris, 2012; OâBrien & Glowatz, 2013). This paper argues that research in this field has often neglected to take account of the pedagogy involved in successfully utilising a SNS for educational purposes. Koehler & Mishra (2009) have proposed the technological, pedagogical and content knowledge framework (TPACK) to explore the relationship of technology to teaching in order to build the basis for further research. We explore the suitability of the TPACK framework in the context of SNSs for academic engagement, and we review its relevance to the adoption of a SNS as a teaching tool. Our investigation so far suggests that the current TPACK framework overlooks some important elements that are relevant to the adoption of SNSs. This paper outlines some of these overlooked elements and evaluates the use of the TPACK framework in the exploration of SNS usage in higher education to engage students with curriculum. Specifically, we address the key question, âDoes the TPACK framework provide an insight into the knowledge base required to effectively deliver a module utilizing SNSs?
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
The Effect of Instructional Methodology on Pre-Service Educators\u27 Level of Technological Pedagogical Content Knowledge
Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills â a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to evaluate three different course experiences on preservice educatorsâ level of TPACK. Results indicated that candidates who participated in course design that explicitly modeled technology integration, created a digital space to extend the community of practice, challenged participants to create collaborative solutions using Web 2.0 platforms, and integrated content on Universal Design for Learning showed significant increases in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Pedagogical Technological Knowledge, and Technological Pedagogical Content Knowledge when post scores were compared with pre-test scores. Multivariate analysis of variance between groups on each of the six TPACK subscales reviewed in this study indicated that this group also showed significantly higher gains in TPACK when compared to a fully online group and a face-to-face without technology-enhanced learning on Pedagogical Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge
Innovation in Social Work Education: Exploring Pedagogical Technology Integration
The coronavirus [COVID-19] pandemic in the US exposed an urgent need for social work educators to be prepared to educate with technology. This banded dissertation uses Mishra and Koehlerâs Technological Pedagogical and Content Knowledge (TPACK) integration framework to explore how social work educators integrate technology in curriculum delivery. The first manuscript is a conceptual paper that proposes a social work â specific technology integration framework using the TPACK model. In line with Section 4 of the Council on Social Work Educationâs Standards for Technology in Social Work Practice (Standards), the Social Work â TPACK (SW-TPACK) model may inform new ways of thinking about how social work educators can ethically, effectively, and appropriately leverage technology to deliver discipline-specific subject matter.
The second product, a systematic literature review, utilized the teaching and learning frameworks of Bloomâs Revised Taxonomy and TPACK model in analyzing 29 peer-reviewed publications between 2012 and 2020. The study was guided by the following research question: âHow are specific types of technology, pedagogy, and content activities reflected in the context of social work education?â With the use of Bloomâs Revised Taxonomy, domains necessary to associate TPACK codes when condensing the existing findings conveyed in the reviewed publications were identified. The codes and categories were then summarized by the researcher in presenting the findings. The findings suggested that social work educators would provide meaningful teaching and learning experiences for their students if they have a better understanding of technology integration. Likewise, educators will improve student learning outcomes, if educators exercise familiarity with technology related pedagogy in the development of effective curriculum content.
The third product is a peer-reviewed scholarly presentation, given at an international instructional technology conference. This (then) work-in-progress proposed a discipline-specific model for engaging in ethical technological pedagogy in social work distance education or online formats
School district technology awareness: a descriptive study identifying implications for the 21st-century teaching and learning
Preparing students for 21st-century learning is a great responsibility and a challenge for many school districts across the country. A large body of research suggests that a school districtâs level of awareness with regards to education technology and particularly those technologies that are on a positive trend correlates with a successful technology implementation program. District Administrators that lead the charge of developing technology policies and oversee the various aspect of the technology implementation must possess a solid awareness of modern education technologies and their interplays with curriculum and pedagogy. In addition, district Administrators must have the technological skill to overcome network infrastructure capabilities constraints as well as the leadership skill to prioritize technology. This study used a survey as its main method of data collection; the survey was guided by three research questions that helped gain valuable insight about California K12 school district Administratorsâ familiarity with most relevant modern technologies and strategies for educating students in the 21st-century, knowledge of intermediation between (technology, pedagogy, curriculum), as well as what Administrators perceive as constraints that impede effective technology implementation. The data shows that majority of district Administrators reported to having insufficient knowledge of modern and emerging technologies or digital strategies that are most reliant on technology, in addition, the data suggest that district Administrators are finding funding, training, and infrastructure as main factors that impede implementation of technology appropriate for a 21st-century education. The results of this study propose recommendations that have implications for K12 school districtsâ technology awareness, knowledge acquisition for technology preparedness, district technology plan, and minimum technology readiness requirement for school district Administrator positions for the 21st-century
TPACKing for the Student Learning Centre digital strategy
Providing academic support for a diverse tertiary population requires the inclusion of a digital approach. However, in order to develop a digital strategy, there is a need to provide an allencompassing reflection on how to integrate technology. This paper aims to report on Auckland University of Technology (AUT) Student Learning Centre (SLC) current progress in the digital space, while providing direction to its future development. This paper combines technological knowledge with content and pedagogical knowledge to design SLCâs future developments. It also provides an analysis of current SLC digital presence developments and addresses possible future directions. Recommendations reinforce the need for an overall learning strategy, and address the affordances of Web 2.0 for this project. These recommendations and reflections are important for setting the foundations for a pedagogically solid digital development
Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action
Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession.
Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers â in their own voices â indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations.
This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching
The adoption of Web 2.0 tools in teaching and learning by in-service secondary school teachers: the Mauritian context.
Doctoral Degree. University of KwaZulu-Natal, Durban.With the current rapid increase in use of Web 2.0 tools by students, it is becoming
necessary for teachers to understand what is happening in this social networking
phenomenon, so that they can better understand the new spaces that students inhabit and
the implications for studentsâ learning and investigate the wealth of available Web 2.0 tools,
and work to incorporate some into their pedagogical and learning practices. Teachers are
using the Internet and social networking tools in their personal lives. However, there is little
empirical evidence on teachersâ viewpoints and usage of social media and other online
technologies to support their classroom practice. This study stemmed from the urgent need
to address this gap by exploring teachersâ perceptions, and experience of the integration
of online technologies, social media, in their personal lives and for professional practice to
find the best predictors of the possibility of teachersâ using Web 2.0 tools in their
professional practice.
Underpinning the study is a conceptual framework consisting of core ideas found in the
unified theory of acceptance and use of technology (UTAUT) and technology pedagogy
and content knowledge (TPACK) models. The conceptual framework, together with a
review of relevant literature, enabled the formulation of a theoretical model for
understanding teachersâ intention to exploit the potential of Web 2.0 tools. The model was
then further developed using a mixed-method, two-phase methodology. In the first phase,
a survey instrument was designed and distributed to in-service teachers following a
Postgraduate Certificate in Education course at the institution where the researcher works.
Using the data collected from the survey, exploratory factor analysis, correlational analysis
and multiple regression analysis were used to refine the theoretical model. Other statistical
methods were also used to gain further insights into teachersâ perceptions of use of Web
2.0 tools in their practices. In the second phase of the study, survey respondents were
purposefully selected, based on quantitative results, to participate in interviews. The
qualitative data yielded from the interviews was used to support and enrich understanding
of the quantitative findings.
The constructs teacher knowledge and technology pedagogy knowledge from the TPACK
model and the constructs effort expectancy, facilitating conditions and performance
expectancy are the best predictors of teachersâ intentions to use Web 2.0 tools in their
professional practice. There was an interesting finding on the relationship between UTAUT
and TPACK constructs. The constructs performance expectancy and effort expectancy had
a significant relationship with all the TPACK constructs â technology knowledge,
technology pedagogy knowledge, pedagogical content knowledge (PCK), technology and
content knowledge and TPACK â except for content knowledge and pedagogical
knowledge. The association between the TPACK construct PCK with the UTAUT
constructs performance expectancy and effort expectancy was an unexpected finding
because PCK is only about PCK and has no technology component.
The theoretical contribution of this study is the model, which is teachersâ intention of future
use of Web 2.0 tools in their professional practice. The predictive model, together with
other findings, enhances understanding of the nature of teachersâ intention to utilise Web
2.0 tools in their professional practice. Findings from this study have implications for school
infrastructure, professional development of teachers and an ICT learning environment to
support the adoption of Web 2.0 tools in teaching practices and are presented as guiding
principles at the end of the study
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