2013
DOI: 10.1080/02619768.2013.801073
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Online training of TPACK skills of higher education scholars: a cross-institutional impact study

Abstract: Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development by teacher educators to support these teachers' skills is not straightforward. An online teacher training program created and implemented by a team of 14 teacher educators in a cross-institutional program in the Netherlands was… Show more

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Cited by 66 publications
(69 citation statements)
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References 27 publications
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“…workshop on how to use the VLE). But while these trainings provide staff with the skills for using various software, training on how to align the use of technology with content is essential to allow teachers to appropriate technology in their learning design (Foulger, Graziano, and Schmidt-Crawford 2017;Rienties et al 2013). In a systematic review of strategies for teacher training on technology, one of the recommendations was to use an integrated approach to training -one that models how technology can be used in teaching activities (Kay 2006).…”
Section: Introductionmentioning
confidence: 99%
“…workshop on how to use the VLE). But while these trainings provide staff with the skills for using various software, training on how to align the use of technology with content is essential to allow teachers to appropriate technology in their learning design (Foulger, Graziano, and Schmidt-Crawford 2017;Rienties et al 2013). In a systematic review of strategies for teacher training on technology, one of the recommendations was to use an integrated approach to training -one that models how technology can be used in teaching activities (Kay 2006).…”
Section: Introductionmentioning
confidence: 99%
“…Kuna see aga raskendas TPACKi raamistiku kasutamist uurimiseesmärkidel, tekitades mõõtevahendi valiidsusprobleeme (Graham, 2011), ning kuna enamik uurijaid on kasutanud TPACKi raamistikus sõna tehnoloogia just digitehnoloogia tähenduses (Graham et al, 2012), siis käsitatakse ka siinses uurimuses tehnoloogiana digitehnoloogiat. TPACKi raamistikku on kasutatud mitmetes uurimustes üle maailma, näi-teks Hiinas (nt Dong, Chai, Sang, Koh, & Tsai, 2015), Singapuris (nt Koh & Chai, 2014), Ghanas (nt Agyei & Keengwe, 2012), Türgis (nt Özdemir, 2016), USAs (nt Lee & Tsai, 2010), Hollandis (nt Rienties et al, 2013), Austraalias (nt Bate & Maor, 2010). See raamistik on võetud aluseks õpetajate täiendus-koolituskursuste (nt Koh & Chai, 2014;Rienties et al, 2013) ja õpetajakooli-tuse ainete (nt Chai, Koh, Tsai, & Tan, 2011;Koh & Chai, 2014) arendamisel.…”
Section: Tpacki Raamistikunclassified
“…TPACKi raamistikku on kasutatud mitmetes uurimustes üle maailma, näi-teks Hiinas (nt Dong, Chai, Sang, Koh, & Tsai, 2015), Singapuris (nt Koh & Chai, 2014), Ghanas (nt Agyei & Keengwe, 2012), Türgis (nt Özdemir, 2016), USAs (nt Lee & Tsai, 2010), Hollandis (nt Rienties et al, 2013), Austraalias (nt Bate & Maor, 2010). See raamistik on võetud aluseks õpetajate täiendus-koolituskursuste (nt Koh & Chai, 2014;Rienties et al, 2013) ja õpetajakooli-tuse ainete (nt Chai, Koh, Tsai, & Tan, 2011;Koh & Chai, 2014) arendamisel. Cheng (2016) väidab, et TPACKi raamistiku tundmine aitab lasteaiaõpetajatel paremini ja efektiivsemalt integreerida digitehnoloogiat nii õppemeetoditesse kui ka ainevaldkondade õpetamisse.…”
Section: Tpacki Raamistikunclassified
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“…The definition of these terms can be found in the works of Koehler and Mishra (2005;2006;. Many researches pointed out the success of technology implementation in teaching (Brouwer et al, 2009;De Laat, et al 2007;Garrison & Vaughan, 2008;Giesbers et al, 2013;Rienties & Townsend, 2012;Rienties et al, 2013). Figure 1 below shows diagramatic depiction of TPACK framework.…”
Section: Tpack and Tlck Frameworkmentioning
confidence: 99%