Maintaining a Faculty Sandbox to Develop Technological Pedagogical Content Knowledge (TPACK)

Virtual Brief Paper (Asynchronous) ID: 58436
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    Lara Ervin-Kassab
    San Jose State University

Abstract: With the onset of COVID-19 in March, 2020, a college of education in the western United States created a learning management system “sandbox” space to host a community of practice for education faculty transitioning from face-to-face to online teaching. Although it was originally designed to be a stop-gap measure for supporting faculty (Author, 2020), the “sandbox” has continued to be a space in which faculty engage and share ideas about technology and pedagogy. This presentation will share updates and research into the “best practices” for engaging faculty in ongoing, informal, and just-in-time development of teacher practice. Initial results of research into how faculty are benefitting from synchronous weekly “playdates” and access to asynchronous resources and modules indicate that utilizing a “sandbox” in conjunction with larger university professional development efforts increases participant confidence in their technological, pedagogical, content knowledge (Koehler & Mishra, 2009).


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