You are here:

Developing TPACK in Higher Education Faculty: An eLearning Mentor Strategy PROCEEDING

, , Brock University, Canada

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 describes an initiative for teacher educators, where the goal was to build faculty knowledge about technology-enhanced teaching through a collaboration between teacher educators tasked with designing new courses and eLearning specialists/mentors tasked with supporting the technical needs of the design process. Data sources included an interview with eLearning specialists, individual interviews with teacher educators prior to and after implementing the newly-designed, technology-enhanced course. Preliminary findings indicated that the availability of eLearning specialists during the course design and initial implementation stages contributed to faculty capacity for teaching with technology in several ways: 1) building knowledge about how to teach with technology and design technology-enhanced learning activities, 2) promoting a comfort level with the tools during instruction, and 3) promoting adoption of change in some instructional practices.

Citation

Figg, C. & Jaipal-Jamani, K. (2017). Developing TPACK in Higher Education Faculty: An eLearning Mentor Strategy. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2319-2323). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from .

View References & Citations Map

References

  1. Bramble, W.J. (2000). US Department of Education: Six month performance report. Project title: From shared vision to shared practice: enabling tomorrow’s teachers. Albuquerque, NM: University of New Mexico, College of Education, TEC Center.
  2. Butler, D.L., & Sellbom, M. (2002). Barriers to adoption technology for teaching and learning, Educause Quarterly, 25(2), 22-28.
  3. Chuang, H.H., Thompson, A., & Schmidt, D. (2003). Faculty technology mentoring programs: Major trends in the literature. Journal of Computing in Teacher Education, 19(4), 101-106.
  4. Creswell, J.W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  5. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium.
  6. Koehler, M.J. & Mishra, P. (2005). Teachers Learning Technology by Design. Journal of Computing in Teacher Education, 21(3), 94-102. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
  7. Moser, F.Z. (2007). Faculty adoption of educational technology. EDUCAUSE quarterly, 30(1), 66.
  8. Niess, M. (2011). Otero, V., Peressini, D., Meymaris, K.A., Ford, P., Garvin, T., Harlow, D. Et. Al. (2005). Integrating technology into teacher education: A critical framework for implementing reform. Journal of Teacher Education, 56(1), 8-23.
  9. Sahin, I., & Thompson, A. (2007). Analysis of Predictive Factors That Influence Faculty Members Technology Adoption Level. Journal of Technology and Teacher Education, 15(2), 167-190. Chesapeake, VA: Society for Information Technology& Teacher Education.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.