Stalled Innovation: Examining the Technological, Pedagogical and Content Knowledge of Australian University Educators

Autor/inn/en	Barac, Karin; Prestige, Sarah; Main, Katherine
Titel	Stalled Innovation: Examining the Technological, Pedagogical and Content Knowledge of Australian University Educators
Quelle	In: Australian Educational Computing, 32 (2017) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0816-9020
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Foreign Countries; Technology Integration; Technology Uses in Education; Higher Education; Correlation; Educational Technology; Surveys; College Faculty; Statistical Analysis; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Unterrichtsmedien; Survey; Umfrage; Befragung; Fakultät; Statistische Analyse; Qualitative Forschung; Australien
Abstract	This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical perspective. In this first stage, a survey was implemented to understand academic perceptions of the role that technologies play in relation to their content and their pedagogies. The initial findings indicate that the connections within these domains are limited in the academic context. (As Provided).
Anmerkungen	Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: http://www.acce.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01