Developing TPACK of university faculty through technology leadership roles
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Published
Apr 6, 2018
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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).
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Articles - Special Issue
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References
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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.
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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
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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.
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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.
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.