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Competency-based Technological Andragogy and Content Knowledge: The (C-TACK) Model
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, North Carolina Central University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents C-TACK, a theoretical framework designed to help teacher education programs implement innovative competency-based education (CBE) programs to meet declining enrollment of traditional students by attracting non-traditional students, especially teacher and instructional assistants to credentialing. CBE is based on the concept that outcome is constant and time is a variable. C-TACK provides a dynamic interplay between the principles of CBE, andragogy, content knowledge and technological knowledge to engage the adult learner in a self-paced and differentiated learning environment that takes into consideration prior knowledge and experiences. With a large number of adults with some college credits, the juxtaposition of the principles of CBE, andragogy, and the learning outcomes of the content with appropriate knowledge of learning technologies hold the promise to increase credentialing of teacher and instructional assistants across the nation.

Citation

Bull, P. (2017). Competency-based Technological Andragogy and Content Knowledge: The (C-TACK) Model. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1239-1243). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2019 from .

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