Where Technologies Collide: A Technology Integration Model
Christa Wilkin, Cristina Rubino, Deone Zell, Lois Shelton, California State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an adhoc way, technology needs to fit the content and pedagogical style of the teacher. Our article builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in higher education. We provide a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning. Our proposed model is an important first step to considering the precursors and outcomes of TPACK. Without considering the extensions that we have identified in our Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student learning, satisfaction, and engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.
Wilkin, C., Rubino, C., Zell, D. & Shelton, L. (2012). Where Technologies Collide: A Technology Integration Model. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1701-1711). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)