Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of...

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Published inThe journal of effective teaching Vol. 15; no. 2; pp. 30 - 44
Main Authors Jaipal-Jamani, Kamini, Figg, Candace, Gallagher, Tiffany, Scott, Ruth McQuirter, Ciampa, Katia
Format Journal Article
LanguageEnglish
Published Journal of Effective Teaching 2015
Subjects
Cooperative Learning
Experiential Learning
Faculty Development
Foreign Countries
Higher Education
Instructional Innovation
Ontario
Pedagogical Content Knowledge
Teacher Educators
Teacher Surveys
Teacher Workshops
Teaching Methods
Technological Literacy
Technology Education
Technology Uses in Education
Canada
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Summary:This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced teaching, and provide opportunities for faculty to serve as future workshop facilitators and mentors for other faculty and students. Using a design-based research approach, data sources included workshop evaluation surveys, photographs of workshops in progress, researcher field notes, and narrative case reports constructed by faculty members actively involved in the collaborative research. Findings indicated that the "Digital Pedagogies Collaboration" was effective because it was: 1) based on faculty members' expressed instructional needs, 2) used a TPACK-based professional learning workshop model that translated TPACK principles into practical classroom application, and 3) uniquely included a research collaboration that provided self-study reflection on participants' changing teaching practices.
ISSN:1935-7869