Academic Journal
Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College
| Τίτλος: | Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College |
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| 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 |
| ISSN: | 1527-9316 |
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