Does the TPACK framework help to design a more engaging learning environment?
Dorit Maor, Murdoch University, Australia ; Pauline Roberts, School of Education, Murdoch University, Australia
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper describes an attempt to design an e-learning course within a framework that combines theoretical underpinnings with pedagogy and content knowledge. It focuses on how a university lecturer can facilitate learning that integrates pedagogical and technological knowledge. The Technology Pedagogy And Content Knowledge (TPACK) framework enables new ways of thinking about technology integration and emphasises the intersection of these three domains: technology, pedagogy and content knowledge. Students’ involvement in a blended learning course and their reflections were examined to provide a picture of the synergy or lack there of in relation to this framework. This paper offers a look at the intersections of the TPACK domains to consider how the use of Web 2 technologies in teaching complement the other domains. It also describes how students assessed the combination of the technological, pedagogical and content knowledge domains in their learning experiences.
Maor, D. & Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3498-3504). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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Does the use of the TPACK model enhance digital pedagogies: We don’t understand the present so how can we imagine the future?
Dorit Maor, Murdoch University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 531–540
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