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Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers
ARTICLE

, , School of Education, Australia ; , National Centre of Science, ICT, and Mathematics Education for Regional and Rural Australia (SiMERR), Australia ; , ICT Education Team, Australia

Computers & Education Volume 115, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pedagogical and Content Knowledge (TPACK). For future investigations of TPACK application in university contexts, a three-cluster configuration of teacher-practitioners is proposed that requires empirical confirmation. Alongside the theorised clusters of university lecturers according to their perceived engagement with ICT, several layers of technology policy disconnect have also been discovered. The relevance of the findings of the inquiry and their implications on universities that conduct ICT intensive courses are also discussed, especially in relation to improving teaching practices.

Citation

Reyes, V.C., Reading, C., Doyle, H. & Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers & Education, 115(1), 1-19. Elsevier Ltd. Retrieved February 6, 2023 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.07.009

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