Developing TPACK in Practice: a multiple case study of higher education instructors

Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices remains a barrier to using technologies in their teaching (Buchanan, Sainter, & Saunders, 2013; Georgina & Hosford, 2009; Georgina & Olson, 2008; Kopcha, 2010, 2012; Roblyer & Doering, 2013). Developing competencies in teaching with technology can change or transform instructor’s thinking about themselves and their approach to teaching (Baran, Correia, & Thompson, 2011; Redmond, 2011). While professional development in higher education can offer instructors opportunities to develop knowledge and competencies that may enhance their practice (Lowenthal, 2008; Desimone, et. al 2002), many professional development experiences around technology either don’t allow learners to be self-driven, or place more emphasis on the technology than on concerns for pedagogy (Barber, 2011). This dissertation is a multiple case-study of higher education instructors addressing the following research questions: RQ1 How do instructors describe their technological pedagogical content knowledge (TPACK)? RQ2 How do professional development activities support instructor’s technological pedagogical content knowledge development? Using qualitative methods, data were collected from questionnaires, interviews, digital artifacts, and field notes and analyzed to offer perspectives of instructors describing their TPACK and how professional development activities support their knowledge development. Each instructor’s TPACK story traces through their beginnings teaching with technology, ways they have come to integrate technology and pedagogy through developing their practice, factors that motivated and drove them to pursue professional development opportunities which help them integrate technology and pedagogy, and tensions which continue to challenge them and their integration of technology and pedagogy. Findings from this research provide insights that can inform the implementation of faculty professional development programs and activities, support technology integration, and be an encouragement to instructors in similar higher education contexts.

Author dc:creator

• Andzenge, Senenge

• Adult Learning
• Constructivism
• Faculty Development
• Learning Sciences
• Learning Technologies
• Professional Development

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11299/201716

OAI identifier oai:identifier

oai:conservancy.umn.edu:11299/201716