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Using the TPACK Framework to Increase Technology use in Higher Education Around the World
PROCEEDINGS

, James Madison University, United States ; , College of William and Mary, United States ; , North Carolina State University, United States ; , Technology Enhanced Instruction, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Higher education faculty are experts in their fields, but often are not practiced in the fine art of teaching. Teaching practice in higher education is dominated by stand and deliver pedagogies that limit students opportunities to engage in the process of meaning making and knowledge construction. Technology can change how faculty and their students interact with content and with each other. The TPACK framework offers a mechanism to shift higher education faculty teaching practices. In this paper, we consider how TPACK can be used as lever to help faculty expand and extend their pedagogies toward more student interaction and a more thoughtful utilization of instructional technologies. With regard to innovation in teaching, some faculty can be recalcitrant when it comes to shifting their practice. This paper examines a process for shifting practice, focusing on design and program activities that have shown promise in shifting faculty teaching practices.

Citation

Slykhuis, D., Hofer, M., Lee, J. & Ptaszynski, J. (2015). Using the TPACK Framework to Increase Technology use in Higher Education Around the World. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1056-1061). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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