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Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College
Γλώσσα: English
Συγγραφείς: Rust, Julie
Πηγή: Journal of the Scholarship of Teaching and Learning. Mar 2019 19(2):102-129.
Διαθεσιμότητα: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Peer Reviewed: Y
Page Count: 28
Ημερομηνία έκδοσης: 2019
Τύπος εγγράφου: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Pedagogical Content Knowledge, Technological Literacy, Liberal Arts, Small Colleges, Interdisciplinary Approach, Teacher Attitudes, Beliefs, Educational Practices, Technology Integration, Decision Making, Educational Objectives, Active Learning, Barriers, Blended Learning, Critical Theory, Teacher Role, Learner Engagement
ISSN: 1527-9316
Περίληψη: Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge. Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.
Abstractor: As Provided
Entry Date: 2019
Αριθμός Καταχώρησης: EJ1214056
Βάση Δεδομένων: ERIC
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  Data: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
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  Data: Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge. Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Technology Integration
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      – SubjectFull: Decision Making
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      – SubjectFull: Educational Objectives
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