Does the TPACK framework help to design a more engaging learning environment?

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Maor, D. & Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3498-3504). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38360.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
Lisbon, Portugal
June 27, 2011
ISBN 1-880094-85-X
  Theo Bastiaens & Martin Ebner
AACE

More Information on EDMEDIA
Table of Contents

Authors

Dorit Maor, Murdoch University, Australia; Pauline Roberts, School of Education, Murdoch University, Australia

Abstract

This paper describes an attempt to design an e-learning course within a framework that combines theoretical underpinnings with pedagogy and content knowledge. It focuses on how a university lecturer can facilitate learning that integrates pedagogical and technological knowledge. The Technology Pedagogy And Content Knowledge (TPACK) framework enables new ways of thinking about technology integration and emphasises the intersection of these three domains: technology, pedagogy and content knowledge. Students’ involvement in a blended learning course and their reflections were examined to provide a picture of the synergy or lack there of in relation to this framework. This paper offers a look at the intersections of the TPACK domains to consider how the use of Web 2 technologies in teaching complement the other domains. It also describes how students assessed the combination of the technological, pedagogical and content knowledge domains in their learning experiences.

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