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Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study
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, , Curtin University, Australia

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

With a significant investment in digital technologies in Australian schools, the effective integration of such technology into teaching and learning is paramount. A growing body of evidence indicates that ICT professional learning is integral to the transformation of pedagogy that will improve student learning outcomes. The question arises as to how professional learning is planned and delivered within schools to ensure that all needs are being met. The purpose of this paper is to report on the research findings of a case study into professional learning and ICT integration. The TPACK conceptual framework underpins the analyses of the data and brings forth the importance of technological and pedagogical knowledge. Six key categories will be discussed and the implication for practice will be considered.

Citation

de Vries, J. & Broadley, T. (2013). Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 506-514). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

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