You are here:

Developing TPACK of university faculty through technology leadership roles ARTICLE

, , , , ,

Italian Journal of Educational Technology Volume 26, Number 1, ISSN 2532-4632 e-ISSN 2532-4632 Publisher: Edizioni Menabò - Menabò srl, Ortona, Italy

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\u2019 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).

Citation

Jaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K.L. & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. Ortona, Italy: Edizioni Menabò - Menabò srl. Retrieved June 25, 2018 from .

Keywords