What’s Being Taught? An Analysis of Corporate EdTech Certification Programs
Todd Cherner, University of North Carolina - Chapel Hill, United States ; Alex Fegely, Coastal Carolina University, United States ; Lynsey Heffner, KickUp, United States ; Cory Gleasman, Tennessee Technological University, United States
CITE Journal Volume 22, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Corporate EdTech Certification Programs (CECPs) have the potential to disrupt the traditional ways professional development has been offered to teachers. With large companies creating CECPs to demonstrate the ways their products can be used for educational purposes, this study utilized a content analysis methodology to analyze which knowledge bases from the Technology, Pedagogy, and Content Knowledge (TPACK) framework were being integrated into CECPs. Overall, the knowledge bases that included technological knowledge were emphasized, and the ones connected to content knowledge were seldom addressed, if at all. The study is first contextualized, followed by a description of its methodology before reporting findings. The implications section identifies the collective strengths, weaknesses, opportunities, and threats of the CECPs before concluding with recommendations for stakeholders to improve and use CECPs for educational purposes.
Cherner, T., Fegely, A., Heffner, L. & Gleasman, C. (2022). What’s Being Taught? An Analysis of Corporate EdTech Certification Programs. Contemporary Issues in Technology and Teacher Education, 22(1), 140-175. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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