On Becoming Digital Educators: Supporting Faculty and Student Growth in Technological Pedagogical Content Knowledge
Holly Atkins, Candace Roberts, Kimberly Higdon, Saint Leo University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Three university professors (department chair and English education professor, social studies/literacy professor, and educational technology professor) share the on-going process of faculty and student development as digital educators. Founded on the belief that it is the responsibility of all faculty members to prepare pre-service teachers to use technology effectively and that it must no longer be relegated to the realm of the instructional technology faculty or course, the department of education in one small, liberal arts university transformed itself from a deficit to setting the standard for the rest of the university. This paper chronicles the path faculty have traveled, learning with and often from their students in adopting technology in pedagogically sound ways – operating under the theoretical underpinnings of the TPACK model, focusing not on the technology tools, but on how to make learning happen in each content area integrating technology to support the learning.
Atkins, H., Roberts, C. & Higdon, K. (2013). On Becoming Digital Educators: Supporting Faculty and Student Growth in Technological Pedagogical Content Knowledge. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1229-1233). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).