Technology engagement for academics in third level: Utilising the technological, pedagogical and content knowledge framework (TPACK)

Abstract

Research into the use of innovative information and communicationstechnology (ICT) for academic purposes is growing quickly. Much of thecurrent research explores the opportunities presented by ICT and socialmedia as innovative tools for teaching and enhancing student learning(O’Brien & Glowatz, 2013; Duncan & Barczyk, 2013). This paper suggeststhat the role of the academic in navigating the use of ICT in their teachingin HE has been overlooked in discussions. Koehler and Mishra (2009)propose the technological, pedagogic and content knowledge (TPACK)framework to explore the relationship of technology in teaching. O’Brienand Glowatz (2013) investigate the suitability of the TPACK frameworkin the context of academic engagement in order to investigate itsrelevance for academics teaching in HE. This paper suggests elementsof the teaching dynamic are overlooked and evaluates the use of theTPACK framework in the exploration of technology in higher educationby academics. Specifically, the authors address the key question ‘Howdo academics currently make use of technology to teach at highereducation?’.