Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

Autor/inn/en	Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia
Titel	Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching
Quelle	In: Journal of Effective Teaching, 15 (2015) 2, S.30-44 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7869
Schlagwörter	Higher Education; Technology Uses in Education; Teaching Methods; Teacher Educators; Faculty Development; Pedagogical Content Knowledge; Technological Literacy; Teacher Workshops; Teacher Surveys; Experiential Learning; Technology Education; Instructional Innovation; Cooperative Learning; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Technisches Wissen; Experiental learning; Erfahrungsorientiertes Lernen; Technisch-naturwissenschaftlicher Unterricht; Educational Innovation; Bildungsinnovation; Kooperatives Lernen; Ausland; Kanada
Abstract	This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced teaching, and provide opportunities for faculty to serve as future workshop facilitators and mentors for other faculty and students. Using a design-based research approach, data sources included workshop evaluation surveys, photographs of workshops in progress, researcher field notes, and narrative case reports constructed by faculty members actively involved in the collaborative research. Findings indicated that the "Digital Pedagogies Collaboration" was effective because it was: 1) based on faculty members' expressed instructional needs, 2) used a TPACK-based professional learning workshop model that translated TPACK principles into practical classroom application, and 3) uniquely included a research collaboration that provided self-study reflection on participants' changing teaching practices. (As Provided).
Anmerkungen	Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01