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  • Stalled Innovation: Examining the technological, pedagogical and content knowledge of Australian university educators

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    BaracPUB3942.pdf (228.5Kb)
    Author(s)
    Barac, K
    Prestridge, S
    Main, K
    Griffith University Author(s)
    Prestridge, Sarah J.
    Main, Katherine M.
    Barac, Karin
    Year published
    2017
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    Abstract
    This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical perspective. In this first stage, a survey was implemented to understand academic perceptions of the role that technologies play in relation to their content and their pedagogies. The initial findings indicate that the connections within these domains are limited in the academic context.This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical perspective. In this first stage, a survey was implemented to understand academic perceptions of the role that technologies play in relation to their content and their pedagogies. The initial findings indicate that the connections within these domains are limited in the academic context.
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    Journal Title
    Australian Educational Computing
    Volume
    32
    Issue
    1
    Publisher URI
    http://journal.acce.edu.au/index.php/AEC/article/view/140
    Copyright Statement
    © The Author(s) 2017. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (https://creativecommons.org/licenses/by/3.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Higher Education
    Education
    Publication URI
    http://hdl.handle.net/10072/348562
    Collection
    • Journal articles

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