Assessing technological pedagogical content knowledge of engineering academics in an Australian regional university

被引：5

作者：

Jaikaran-Doe, Seeta ^{[1
]}

Doe, Peter E. ^{[1
]}

机构：

[1] Department of Education, School of Engineering and ICT, University of Tasmania, Hobart

来源：

Australasian Journal of Engineering Education | 2015年 / 20卷 / 02期

关键词：

Australian regional university; Engineering academics; Pre-service teachers; Technological pedagogical content knowledge; TPACK;

D O I：

10.1080/22054952.2015.1133515

中图分类号：

G4 [教育];

学科分类号：

04 ; 0401 ;

摘要：

Abstract: The technological pedagogical content knowledge (TPACK) framework is a useful tool to underpin twenty-first-century teaching and learning with digital technology. In an attempt to understand how engineering academics integrate technology in their pedagogical practices, 15 lecturers from the engineering department of an Australian university participated in a Teaching Teachers for the Future TPACK survey in 2013. Comparison of the findings with results of a previous study including pre-service teachers from another regional Higher Education Institute revealed that the engineering academics’ TPACK level was significantly lower. © 2016 Engineers Australia.

引用

页码：157 / 167

页数：10

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