Adapting the TPACK Framework for Online Teaching Within Higher Education

There are ongoing obstacles in accurately assessing and effectively applying TPACK within online higher education contexts. In this study, we adapt the original TPACK constructs for application within online higher education, and share the results of a case study using this adapted analytical framework. This qualitative case study investigates and describes one experienced instructor's practice within a graduate-level online course. The instructor enacted a high-level of TPACK proficiency through combining content, pedagogy, and technology as well as masterfully using these knowledges within her online teaching practices. This research demonstrates one way the TPACK framework can be used as an analytical tool by researchers to investigate instructors' online teaching practices. In addition, the modified TPACK descriptions and evaluation criteria can be used to better assess TPACK and further support higher education faculty's online pedagogy development.

[1]  H. Borko,et al.  Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning , 2009 .

[2]  Kent J. Crippen,et al.  Examining TPACK Among K-12 Online Distance Educators in the United States , 2009 .

[3]  Linda C. Scott.  Through the wicked spot : a case study of professors' experiences teaching online , 2009 .

[4]  Charles R. Graham,et al.  The Technological Pedagogical Content Knowledge Framework , 2014 .

[5]  Chia-Jung Lee,et al.  An implementation study of a TPACK-based instructional design model in a technology integration course , 2014, Educational Technology Research and Development.

[6]  Matthew J. Koehler,et al.  Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology , 2007 .

[7]  Ying-Tien Wu.  Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011 , 2013, Br. J. Educ. Technol..

[8]  Emrah Özcan,et al.  Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge , 2015, Comput. Educ..

[9]  Joshua H. Barnett,et al.  Revisiting technological pedagogical content knowledge: Exploring the TPACK framework , 2010, Comput. Educ..

[10]  Hsin-Kai Wu,et al.  Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach , 2016, Comput. Educ..

[11]  Ann D. Thompson,et al.  Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers , 2011 .

[12]  Hsueh-Hua Chuang,et al.  The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technology-supported class environments , 2013, Comput. Educ..

[13]  Eric Zhi-Feng Liu,et al.  University faculty’s perspectives on the roles of e-instructors and their online instruction practice , 2014 .

[14]  Matthew J. Koehler,et al.  How do we measure TPACK? Let me count the ways , 2011 .

[15]  K. Meyer,et al.  A National Study of Theories and Their Importance for Faculty Development for Online Teaching , 2014 .

[16]  Katrina A. Meyer,et al.  AN ANALYSIS OF THE RESEARCH ON FACULTY DEVELOPMENT FOR ONLINE TEACHING AND IDENTIFICATION OF NEW DIRECTIONS , 2013 .

[17]  Dick Ng'ambi,et al.  Teachers pedagogical change framework: a diagnostic tool for changing teachers' uses of emerging technologies , 2016, Br. J. Educ. Technol..

[18]  Matthew J. Koehler,et al.  Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge , 2006, Teachers College Record: The Voice of Scholarship in Education.

[19]  S. Benson,et al.  Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education , 2013 .

[20]  Maria T Northcote,et al.  Using the TPACK framework to unite disciplines in online learning , 2013 .

[21]  Jun Sun,et al.  Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective , 2016, Comput. Educ..

[22]  F. Kohlbacher.  The Use of Qualitative Content Analysis in Case Study Research , 2006 .

[23]  Athanassios Jimoyiannis,et al.  Preparing Teachers to Integrate Web 2.0 in School Practice: Toward a Framework for Pedagogy 2.0. , 2013 .

[24]  Matthew J. Koehler,et al.  What is Technological Pedagogical Content Knowledge (TPACK)? , 2013 .

[25]  Cathrine Tømte,et al.  Educating online student teachers to master professional digital competence: The TPACK-framework goes online , 2015, Comput. Educ..

[26]  Chin-Chung Tsai,et al.  Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web , 2010 .

[27]  J. Michael Spector,et al.  Prioritization of online instructor roles: implications for competency‐based teacher education programs , 2009 .

[28]  Jolie Kennedy.  Using TPCK as a scaffold to self-assess the novice online teaching experience , 2015 .

[29]  Mohammed M. Alsofyani,et al.  A Preliminary Evaluation of a Short Online Training Workshop for TPACK Development , 2013 .

[30]  Ian M. Kinchin,et al.  Avoiding technology-enhanced non-learning , 2012, Br. J. Educ. Technol..

[31]  Maureen D. Neumann,et al.  TPACKing: A constructivist framing of TPACK to analyze teachers' construction of knowledge , 2016, Comput. Educ..

[32]  Charoula Angeli,et al.  Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK) , 2009, Comput. Educ..

[33]  Judi Harris,et al.  What Is Technological Pedagogical Content Knowledge , 2009 .

[34]  Charles R. Graham.  Theoretical considerations for understanding technological pedagogical content knowledge (TPACK) , 2011, Comput. Educ..