Using the TPACK Framework to Increase Technology use in Higher Education Around the World
Abstract: Higher education faculty are experts in their fields, but often are not practiced in the fine art of teaching. Teaching practice in higher education is dominated by stand and deliver pedagogies that limit students opportunities to engage in the process of meaning making and knowledge construction. Technology can change how faculty and their students interact with content and with each other. The TPACK framework offers a mechanism to shift higher education faculty teaching practices. In this paper, we consider how TPACK can be used as lever to help faculty expand and extend their pedagogies toward more student interaction and a more thoughtful utilization of instructional technologies. With regard to innovation in teaching, some faculty can be recalcitrant when it comes to shifting their practice. This paper examines a process for shifting practice, focusing on design and program activities that have shown promise in shifting faculty teaching practices.
Presider: Caroline Sheffield, University of Louisville