Assessing technological pedagogical content knowledge of engineering academics in an Australian regional university

Abstract

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.