E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an adhoc way, technology needs to fit the content and pedagogical style of the teacher. Our article builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in higher education. We provide a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning. Our proposed model is an important first step to considering the precursors and outcomes of TPACK. Without considering the extensions that we have identified in our Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student learning, satisfaction, and engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.
Wilkin, C., Rubino, C., Zell, D. & Shelton, L. (2012). Where Technologies Collide: A Technology Integration Model. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1701-1711). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/41852/.
© 2012 Association for the Advancement of Computing in Education (AACE)
- An, Y., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: k-12 teachers' beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.
- Bandura, A. (1995). Multifaceted scale of mechanisms of moral disengagement. Stanford, CA: Stanford University.
- Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519–546.
- Baylor, A.L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers& Education, 39(4), 395–414.
- Blackboard (2008). Teaching in the 21st century: A review of the issues and changing models in the teaching profession. Author: Washington, DC
- Burton, J.P., Bamberry, N-J., & Harris-Boundy, J. (2005). Developing personal teaching efficacy in new teachers in university settings. Academy of Management Learning& Education, 4(2), 160–173.
- Cedillo, T., & Kieran, C. (2003). Initiating students into algebra with symbol-manipulating calculators. In J.T. Fey, A. Cuoco, C. Kieran, L. McMullin, & R.M. Zbiek (Eds.), Computer algebra systems in secondary school mathematics education (pp. 219–240). Reston: NCTM.
- Coffland, D., & Strickland, A. (2004). Factors related to teacher use of technology in secondary geometry instruction. Journal of Computers in Mathematics and Science Teaching, 2(4), 347–365.
- Cox S. & Graham C.R. (2009) Diagramming TPACK in practice: Using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69.
- Draude B., & Brace S. (1999). Assessing the Impact of Technology on Teaching and Learning: Student Perspectives. Proceedings of the Mid-South Instructional Technology Conference, March 28–30, Murfreesboro, TN.
- Duffy, T.M., & Jonassen, D.H. (1992). Constructivism and the technology of instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Duhaney, D.C. (2001). Teacher education: Preparing teachers to integrate technology. International Journal of Instructional Media, 28(1), 23–30.
- Guskey, T.R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.
- Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
- Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers' integration of computers. American Journal of Education, 101(3), 261–315.
- Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge
- Koehler, M.J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
- Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). New York,
- Laird, T.F.N., & Kuh, G.D. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education, 46(2), 211–233.
- McKenzie, J. (2000). How teachers learn technology best. Bellingham, WA: FNO Press.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017–1054.
- Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: A review of the literature. Journal of Information Techology for Teacher Education, 9(3), 319–342.
- Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.
- Norman, D.A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley.
- Schrum, L. (2005). A proactive approach to a research agenda for educational technology. Journal of Research on Technology in Education, 37(3), 217–220.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
- Sole M.L., & Lindquist M. (2001). Enhancing traditional, televised, and videotaped courses with Web-based technologies: A comparison of student satisfaction. Nursing Outlook, 49(3), 132–137.
- Swan, K., & Hofer, M. (2011). In search of technological pedagogical content knowledge: teachers' initial foray into podcasting in economics. Journal of Research on Technology in Education, 44(1), 75–98.
- Trautmann, N.M., & MaKinster, J.G. (2010). Flexibly adaptive professional development in support of teaching science with geospatial technology. Journal of Science Teacher Education, 21(3), 351–370.
- Turney, C.S.M., Robinson, D., Lee, M., & Soutar, A. (2009). Using technology to direct learning in higher education: The way forward? Active Learning in Higher Education, 10(1), 71–83
- Vannatta, R.A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253–271).
- Watson, G. (2006). Factors Affecting Teacher Classroom Internet Use. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2006 (pp. 1870–1874).
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.