Developing TPACK of university faculty through technology leadership roles
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 Fa...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Firenze University Press
2018-04-01
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| Series: | Italian Journal of Educational Technology |
| Subjects: | |
| Online Access: | https://ijet.itd.cnr.it/article/view/984 |
| Summary: | 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’ 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). |
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| ISSN: | 2532-4632 2532-7720 |