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Assessing technological pedagogical content knowledge of engineering academics in an Australian regional university
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.
History
Publication title
Australasian Journal of Engineering EducationVolume
20Pagination
157-167ISSN
1325-4340Department/School
Faculty of EducationPublisher
Australasian Association for Engineering EducationPlace of publication
AustraliaRights statement
Copyright 2016 Engineers AustraliaRepository Status
- Restricted