Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study
With a significant investment in digital technologies in Australian schools, the effective integration of such technology into teaching and learning is paramount. A growing body of evidence indicates that ICT professional learning is integral to the transformation of pedagogy that will improve stude...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Conference Paper |
| Published: |
Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
2013
|
| Online Access: | http://www.editlib.org/p/112004/ http://hdl.handle.net/20.500.11937/38479 |
| _version_ | 1848755331821207552 |
|---|---|
| author | De Vries, J. Broadley, Tania |
| author2 | Association for the Advancement of Computing in Education (AACE), Chesapeake, VA |
| author_facet | Association for the Advancement of Computing in Education (AACE), Chesapeake, VA De Vries, J. Broadley, Tania |
| author_sort | De Vries, J. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | With a significant investment in digital technologies in Australian schools, the effective integration of such technology into teaching and learning is paramount. A growing body of evidence indicates that ICT professional learning is integral to the transformation of pedagogy that will improve student learning outcomes. The question arises as to how professional learning is planned and delivered within schools to ensure that all needs are being met. The purpose of this paper is to report on the research findings of a study into professional learning and ICT integration. The TPACK conceptual framework underpins the analyses of the data and brings forth the importance of technological and pedagogical knowledge. Six key categories will be discussed and the implication for practice will be considered. |
| first_indexed | 2025-11-14T08:54:37Z |
| format | Conference Paper |
| id | curtin-20.500.11937-38479 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:54:37Z |
| publishDate | 2013 |
| publisher | Association for the Advancement of Computing in Education (AACE), Chesapeake, VA |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-384792017-02-28T01:37:53Z Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study De Vries, J. Broadley, Tania Association for the Advancement of Computing in Education (AACE), Chesapeake, VA With a significant investment in digital technologies in Australian schools, the effective integration of such technology into teaching and learning is paramount. A growing body of evidence indicates that ICT professional learning is integral to the transformation of pedagogy that will improve student learning outcomes. The question arises as to how professional learning is planned and delivered within schools to ensure that all needs are being met. The purpose of this paper is to report on the research findings of a study into professional learning and ICT integration. The TPACK conceptual framework underpins the analyses of the data and brings forth the importance of technological and pedagogical knowledge. Six key categories will be discussed and the implication for practice will be considered. 2013 Conference Paper http://hdl.handle.net/20.500.11937/38479 http://www.editlib.org/p/112004/ Association for the Advancement of Computing in Education (AACE), Chesapeake, VA restricted |
| spellingShingle | De Vries, J. Broadley, Tania Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study |
| title | Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study |
| title_full | Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study |
| title_fullStr | Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study |
| title_full_unstemmed | Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study |
| title_short | Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study |
| title_sort | understanding the effectiveness of ict professional learning through the tpack conceptual framework: a case study |
| url | http://www.editlib.org/p/112004/ http://hdl.handle.net/20.500.11937/38479 |