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Using Design-Based Research to Promote Faculty Knowledge of Technology Enhanced Teaching PROCEEDINGS

, , , , , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes an initiative in which the goal was to build faculty knowledge about technology enhanced teaching, develop a collaborative learning and research community of faculty members around technology enhanced teaching, and provide opportunities for faculty to serve as future workshop facilitators and mentors for other faculty and students. Using a design-based research approach, data sources included workshop evaluation surveys, photographs of workshops in progress, researcher field notes, and narrative case reports constructed by faculty members actively involved in the collaborative research. Findings indicated that the Digital Pedagogies Collaboration was effective because it was: 1) based on faculty members’ expressed instructional needs, 2) used a TPACK-based professional learning workshop model that translated TPACK principles into practical classroom application, and 3) uniquely included a research collaboration documenting changing teaching practices.

Citation

Jaipal Jamani, K., Figg, C., Gallagher, T., McQuirter Scott, R. & Ciampa, K. (2014). Using Design-Based Research to Promote Faculty Knowledge of Technology Enhanced Teaching. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2537-2543). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2018 from .

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