Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers

Reyes, Vicente Chua; Reading, Christine; Doyle, Helen; Gregory, Sue

Abstract

Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pedagogical and Content Knowledge (TPACK). For future investigations of TPACK application in university contexts, a three-cluster configuration of teacher-practitioners is proposed that requires empirical confirmation. Alongside the theorised clusters of university lecturers according to their perceived engagement with ICT, several layers of technology policy disconnect have also been discovered. The relevance of the findings of the inquiry and their implications on universities that conduct ICT intensive courses are also discussed, especially in relation to improving teaching practices.

Citation

Reyes, V. C., Reading, C., Doyle, H., & Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers and Education, 115, 1-19. https://doi.org/10.1016/j.compedu.2017.07.009

• Journal Article Type: Article
• Acceptance Date: Jul 13, 2017
• Online Publication Date: Jul 20, 2017
• Publication Date: 2017-12
• Deposit Date: Jun 12, 2020
• Publicly Available Date: Oct 12, 2020
• Journal: Computers & Education
• Print ISSN: 0360-1315
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 115
• Pages: 1-19
• DOI: https://doi.org/10.1016/j.compedu.2017.07.009
• Public URL: https://nottingham-repository.worktribe.com/output/4578632
• Publisher URL: https://www.sciencedirect.com/science/article/abs/pii/S0360131517301707?via%3Dihub