Academic Engagement and Technology: Revisiting the Technological, Pedagogical and Content Knowledge Framework (TPACK) in Higher Education (HE): The Academics’ Perspectives

Glowatz, Matt; O’Brien, Orna

doi:10.22492/ije.5.si.06

Cited by 14 publications

(12 citation statements)

References 2 publications

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“…The results show that a discussion forum was highly rated by our participants and student engagement was a common reason for using various technologies. This finding is similar to that found in a research conducted by Glowatz and O'Brien (2017) where discussion forums in the form of the learning management system was widely used and student engagement appeared as the driving influence for using various technologies. Online quizzes were considered user friendly as they allowed for automatic grading thereby saving marking time.…”

Section: Resultssupporting

confidence: 89%

Untitled

2018

IJE

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and the United States. While the contexts are different, the themes are relevant to educators globally. The themes of the articles in this issue are as diverse as the countries from which they came. The research reported covers TPACK, artificial intelligence, social and emotional education, mathematics, child development workers, mentoring, learner-generated digital media, and conducting experiments prior to teaching of concepts. We hope that you enjoy these articles, find application for them in your own contexts, and consider sharing your own research and experiences in the journal. The next issue is due to be published on June 1st, 2019. A thank you to all who have submitted articles in 2018. The huge response we have had to calls for papers demonstrates the many research projects being conducted in the field of education. Thanks go to all the reviewers throughout the year, many of whom have willingly accepted the role for more than one issue. Special thanks also to the associate editors, Lynda Leavitt, Massoud Moslehpour and Raimond Selke, who have made my job easier and to the IAFOR publications team for their hard work and dedication. I look forward to building on our strengths throughout 2019.

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Section: Resultssupporting

confidence: 89%

Untitled

2018

IJE

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“…Should the reader be interested in replicating this, the TPACK (Technological, Pedagogical, and Content Knowledge) model is a helpful starting point. It was designed for such a reflective task within a SoTL program by guiding the educator to critically think of their competence levels regarding the intertwined components of technological skills, teaching skills, and subject knowledge (Koehler & Punya, 2009;Glowatz & O'Brien, 2018). All educators who choose to use EdTech products such as Jamboard, should reflect on their competence and confidence in incorporating these tools and engage in training programs that teach them how to do so effectively.…”

Section: Reflectionmentioning

confidence: 99%

Using Google Jamboard in teacher training and student learning contexts

2022

JALT

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“…Teachers today use technology to introduce topics, make presentations, interact, cooperate, record notes, print educational materials, and guide students and help them develop skills (Nelson, Palonsky & McCarthy, 2010). Educational technologies are critical for modern education systems (Al-Alwani, 2014) because it provides effective teaching (Amemado, 2014;Glowatz & O'Brien, 2017). Technology has an important place in students' lives as it makes educational activities more fun (Budinski & Milinkovic, 2017;Aktay & Güvey Aktay, 2015).…”

Section: Introductionmentioning

confidence: 99%

Technology Education in Primary Schools: An Overwiev of Turkey and Scotland

Tut¹,

Şeren²,

Aydın-Çolak³

et al. 2021

PERR

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Technology education varies across countries depending on the goals they set to achieve. Therefore, comparative research on different technology education approaches can provide a holistic perspective and contribute to the literature. This paper compared the technology-focused courses offered by primary schools in Turkey and Scotland. A qualitative research design was adopted. Data were collected using document review and analyzed using descriptive analysis. The results pointed to differences in technology policies, manifesting themselves in the curricula of the courses offered by the schools. However, the courses also had something in common in terms of structure, goal, content, and approach to learning and teaching. We discussed the differences and similarities based on literature. In order to reveal different dimensions of technology education, comparative education studies that address different countries can be suggested.

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Academic Engagement and Technology: Revisiting the Technological, Pedagogical and Content Knowledge Framework (TPACK) in Higher Education (HE): The Academics’ Perspectives

Cited by 14 publications

References 2 publications

Untitled

Untitled

Using Google Jamboard in teacher training and student learning contexts

Technology Education in Primary Schools: An Overwiev of Turkey and Scotland

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