Koh, J. L. H. (2020). Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. British Journal of Educational Technology, 51(6), 2529-2543. https://doi.org/10.1111/bjet.12930

Abstract:

“Despite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology‐enhanced learning is still not prevalent. Faculty need to develop expertise for designing and implementing technology‐enhanced learning strategies that is termed as technological pedagogical content knowledge (TPACK). This study uses action research to examine how one‐to‐one instructional consultation for technology‐enhanced learning functions as an avenue for supporting faculty’s TPACK creation. Through content analysis of the consulting notes from 18 consultation sessions, the study found that faculty can be supported to create TPACK through the consultation approaches of technology modelling, pedagogical realignment and deepening practice. These three approaches can be used during instructional consultation for faculty with varying objectives and experiences with technology‐enhanced learning. The implications for faculty professional development in technology‐enhanced learning are discussed.”