Tracking TPACK Development through Conversations about New Literacies
Abstract: This brief paper shares insights from two technology educators, immersed in a semester-long project of digital content creation. The aim of the project was to create podcasts to take the place of classroom lecture. However, as novice podcasters, the instructors experienced several frustrations, struggles, and “ah-ha” moments, inspiring them to turn the research lens on themselves. Through a series of interactive interviews, the authors described their own pathway toward developing Technological Pedagogical Content Knowledge (TPACK). These interviews were recorded, transcribed, and coded for emergent themes, which suggest the impact of structure, agency, procedural versus conditional knowledge, and the productive tension between theory and practice on the process of new literacies teaching and learning. The instructors explored the meaning behind negative perceptions of podcast-as-lecture, with clear implications for future development and implementation of digital course content.