Articles - Special Issue

DEVELOPING TPACK OF UNIVERSITY FACULTY THROUGH TECHNOLOGY LEADERSHIP ROLES


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).


Keywords

TPACK; Teacher Education; Professional Development; Case Study; Faculty Technology Leadership; Educational Technology; Technology Enhanced Learning (TEL).

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DOI: http://dx.doi.org/10.17471/2499-4324/984

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Copyright (c) 2018 Kamini Jaipal-Jamani, Candace Figg, Diane Collier, Tiffany Gallagher, Kari-Lynn Winters, Katia Ciampa

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720