Koh, J. H. L., Tay, P. C., & Binte Mohamad Ali, S. (2021). Creating institutional technological pedagogical content knowledge—A case study through the eyes of an educational technology support unit. In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with technology (pp. 169–189). Springer Singapore. https://doi.org/10.1007/978-981-16-4903-5_10

Abstract:

“The proliferation of technology and the increasing number of online higher arts programme offerings imply that artist educators need to develop a wider range of pedagogical competencies for studio-based and online teaching. Consequently, artist educators’ support needs for technology-enhanced learning are also becoming more complex. Learning innovation in higher education institutions is typically driven though the programmes of dedicated support units. The professional development workshops that they organise can help lecturers to create new forms of technological pedagogical content knowledge (TPACK) or strategies for technology-enhanced learning that are viable within their institutional contexts. However, support units also need to create a support system that sustains these kinds of innovation. This chapter suggests that the perspective of TPACK creation can help the support units of the higher education institutions in the arts to integrate their programmes as pathways for institutional knowledge creation. It examines the support programmes of NAFA’s educational technology unit through the theoretical vocabulary of TPACK and distils five TPACK creation pathways. The TK-driven, TCK-driven, TPK-driven and holistic reconstruction pathways take place as the support unit introduces artist educators to new technologies, supports technical development of online resources, consults with them to explore the pedagogical affordances of technology tools and works with them as design partners to redefine course-wide technology-enhanced pedagogies, respectively. Support units can also develop TPACK through the context-building pathway by curating institutional-specific pedagogical practices and stimulating grounds-up dialogue at different institutional levels. How educational technology support units can support different groups of artist educators to create TPACK and its implications for the arts in higher education are discussed.”