ICT Teaching Practices from a TPACK Perspective – A View from a Regional Australian University
نویسندگان
چکیده
Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pedagogical and Content Knowledge (TPACK). For future investigations of TPACK application in university contexts, a three-cluster configuration of teacher-practitioners is proposed that requires empirical confirmation. The relevance of the findings of the inquiry and their implications on universities that conduct ICT intensive courses were also discussed, especially in relation to improving teaching practices. ICT Teaching Practices from a TPACK Perspective – A View from a Regional Australian University, Vicente Reyes, Sue Gregory, Chris Reading, and Helen Doyle, First published, August 2014 PLS Working Paper Series, 12 First published by the National Institute of Education (NIE), August 2014
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