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Using TPACK as a Professional Development Framework: Benefits, Limitations, and Exploration of Other Possible Frames
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, , , , , Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

For the Mary Lou Fulton Teachers College, moving from teaching a stand-alone course to addressing technology integration in a programmatic manner through technology infusion has been an effort of incremental change, guided by cycles of action reach conducted by the Technology Infusion Team. The TPACK framework initially guided the work, and proved to be useful in helping administrators, course coordinators, and instructors of technology infused courses to conceptualize the work. But as the effort develops, we experienced limitations to its use for our specific professional development needs. This paper looks at initial uses of TPACK based on its strengths to conceptualize teaching with technology, but also demonstrates its limitations as the professional development progressed over time. Strength, limitations, and specific situations where TPACK was useful for professional development in teacher preparation contexts are highlighted. The authors encourage other teacher educators to get

Citation

Foulger, T.S., Wetzel, K., Lindsey, L., Buss, R. & Pasquel, S. (2016). Using TPACK as a Professional Development Framework: Benefits, Limitations, and Exploration of Other Possible Frames. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2842-2849). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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