Promoting Faculty Competence in Teaching with Technology in Medical and Health Science Education
Kun Huang, Vanneise Collins, University of North Texas Health Science Center, United States ; Christine Savi, University of Arizona College of Medicine, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Health sciences faculty are facing a multitude of challenges as the society demands more healthcare professionals who are competent in providing professional, evidence-based care to a population with increasing diversity. Among the challenges, relevant to this study is the health sciences faculty’s use of technology in teaching to facilitate students’ achievement of desired competencies. While faculty development plays a critical role in addressing such challenge, it is still at the beginning stage to systematically implement and investigate programs aiming at promoting faculty’s knowledge and skills in teaching with technology. The Technological Pedagogical and Content Knowledge (TPACK) theory provides a sound theoretical framework for health sciences faculty development. This paper describes the implementation of TPACK in a health science center and reports preliminary findings.
Huang, K., Collins, V. & Savi, C. (2012). Promoting Faculty Competence in Teaching with Technology in Medical and Health Science Education. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2326-2331). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).