Developing TPACK of university faculty through technology leadership roles
Main Article Content
Abstract
This paper reports on a study that explored how faculty who take on technology leadership roles developed TPACK knowledge and built capacity for technology-enhanced teaching. The study was the second phase of a professional development initiative, called the Digital Pedagogies Collaboration, in a Faculty of Education. Four faculty, who had participated in technology workshops, volunteered to conduct workshops on technologies they had integrated into their own instruction. A qualitative case study design was used and data included pre- and post- interviews, videotaped technology workshops, and workshop artifacts. Findings show that taking on a leadership role as a workshop facilitator improved faculty members’ knowledge and skills around teaching with technology (TPACK). Moreover, the TPACK-based Professional Learning Design Model (TPLDM) was useful for designing content- centric workshops and the Faculty as Technology Leaders was a component that extended the TPACK Leadership Theory of Action Model (Thomas, Herring, Redmond, & Smaldino, 2013).
Article Details
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. K. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4-11. doi: 10.1080/21532974.2010.10784651
Baran, E. (2016). Investigating faculty technology mentoring as a university-wide professional development model. Journal of Computing in Higher Education, 28(1), 45-71. doi: 10.1007/s12528-015-9104-7
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among fi approaches. Thousand Oaks, CA: Sage.
Dysart, S., & Weckerle, C. (2015). Professional development in higher education: A model for meaningful technology integration. Journal of Information Technology Education: Innovations in Practice, 14, 255-265. Retrieved from http://www.jite.org/documents/Vol14/JITEv14IIPp255-265Dysart2106.pdf
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. doi: 10.1080/07294360.2016.1171300
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confi beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
doi: 10.1080/15391523.2010.10782551
Figg, C., & Jaipal Jamani, K. (2013). Transforming classroom practice: Technology professional development that works!. Teaching & Learning, 8(1), 87-98. doi: 10.26522/tl.v8i1.431
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research Highlights in Technology and Teacher Education 2009
(pp. 99-108). Chesapeake, VA: SITE.
Harris, J. B., Hofer, M. J., Blanchard, M. R., Grandgenett, N. F., Schmidt, D. A., van Olphen, M., & Young, C. A. (2010). “Grounded” technology integration: Instructional planning using curriculum-based activity type taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605.
International Society for Technology in Education. (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR.
Jaipal-Jamani, K., & Figg, C. (2015). A Framework for TPACK-in-Practice: Designing Technology Professional Learning Contexts to Develop Teacher Technology Knowledge (TPACK). In N. Valanides & C. Angeli (Eds.), Exploring, developing, and assessing TPCK (pp. 137-164). New York, NY: Springer.
Jaipal-Jamani, K., Figg, C., Gallagher, T., Scott, R. M., & Ciampa, K. (2015). Collaborative professional development in higher education: Developing knowledge of technology enhanced teaching. The Journal of Effective Teaching, 15(2), 30-44. Retrieved from https://eric.ed.gov/?id=EJ1077239
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/system/fi
Judge, S., & O’Bannon, B. (2008). Faculty integration of technology in teacher preparation: Outcomes of a development model. Technology, Pedagogy and Education, 17(1), 17-28. doi: 10.1080/14759390701847435
King, E., & Boyatt, R. (2015). Exploring factors that infl adoption of elearning within higher education. British Journal of Educational Technology, 46(6), 1272-1280. doi: 10.1111/bjet.12195/full
Kivunja, C. (2013). Embedding Digital Pedagogy in Pre-Service Higher Education to Better Prepare Teachers for the Digital Generation. International Journal of Higher Education, 2(4), 131-142.
doi: 10.5430/ijhe.v2n4p131
Lan, J. (2014). Web-based instruction for education faculty: A needs assessment. Journal of Research on Technology in Education, 33(4), 385-399. doi: 10.1080/08886504.2001.10782323
Meyer, K. A. (2014). An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching. Journal of Asynchronous Learning Networks, 18(1), 1-13. Retrieved from https://eric. ed.gov/?id=EJ1030531
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi: 10.1111/j.1467-9620.2006.00684.x
Moser, F. Z. (2007). Faculty adoption of educational technology. EDUCAUSE quarterly, 30(1), 66. Retrieved from https://www.alexandria.unisg.ch/34660/1/EQM07111.pdf
Mourlam, D. (2017). Preparing for Infusion: Emergence of a Model for Faculty TPACK Development. Journal of Technology and Teacher Education, 25(3), 301-325.
Otero, V., Peressini, D., Meymaris, K. A., Ford, P., Garvin, T., Harlow, D., … & Mears, C. (2005). Integrating technology into teacher education: A critical framework for implementing reform. Journal of Teacher Education, 56(1), 8-23. doi: 10.1177/0022487104272055
Piano Clark, V. L., & Creswell, J.W. (2015). Understanding research: a consumer’s guide (2nd ed.). Upper Saddle River, NJ: Pearson.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004
Thomas, T., Herring, M., Redmond, P., & Smaldino, S. (2013). Leading change and innovation in teacher preparation: A blueprint for developing TPACK ready teacher candidates. TechTrends, 57(5), 55-63.
doi: 10.1007/s11528-013-0692-7
Yin, R. K. (2014). Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage.