Lark, A. M., Pennock, R. T., & Richmond, G. (2020). The influence of instructor technological pedagogical content knowledge on implementation and student affective outcomes. In W. Banzhaf, B. H.C. Cheng, K. Deb, K. E. Holekamp, R. E. Lenski, C. Ofria, R. T. Pennock, W. F. Punch, & D. J. Whittaker (Eds.), Evolution in action: past, present, and future (pp. 551-570) Springer. https://doi.org/10.1007/978-3-030-39831-6_36

Abstract:

“To investigate how instructors’ technological pedagogical content knowledge (TPACK) influences the way they implement novel educational technologies and how this influences students’ affective responses to the technology, we looked at how instructors with varying amounts of TPACK with regard to a specific educational tool—the digital evolution platform Avida-ED—implemented it in their classrooms. We then compared the nature of these implementations to student affective outcomes as measured by a post-implementation student survey. We found that the degree of instructor expertise influences implementation decisions, and that these decisions in turn influence student affect. Effective implementation of new educational technologies requires significant pedagogical knowledge, and warrants opportunities for training and professional development with regard to those technologies.”