Using TPACK as a Professional Development Framework: Benefits, Limitations, and Exploration of Other Possible Frames

  1. Teresa S. Foulger, Arizona State University, United States
  2. Keith Wetzel, Arizona State University, United States
  3. LeeAnn Lindsey, Arizona State University, United States
  4. Ray Buss, Arizona State University, United States
  5. Stacey Pasquel, Arizona State University, United States

Thursday, March 24 1:45 PM-2:15 PM

No presider for this session.

For the Mary Lou Fulton Teachers College, moving from teaching a stand-alone course to addressing technology integration in a programmatic manner through technology infusion has been an effort of incremental change, guided by cycles of action reach conducted by the Technology Infusion Team. The TPACK framework initially guided the work, and proved to be useful in helping administrators, course coordinators, and instructors of technology infused courses to conceptualize the work. But as the effort develops, we experienced limitations to its use for our specific professional development needs. This paper looks at initial uses of TPACK based on its strengths to conceptualize teaching with technology, but also demonstrates its limitations as the professional development progressed over time. Strength, limitations, and specific situations where TPACK was useful for professional development in teacher preparation contexts are highlighted. The authors encourage other teacher educators to get

ID
48467
Type
Full Paper
Topics
Technology Leadership Technological, Pedagogical Content Knowledge (TPACK)
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