Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

Abstract

AbstractDespite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology‐enhanced learning is still not prevalent. Faculty need to develop expertise for designing and implementing technology‐enhanced learning strategies that is termed as technological pedagogical content knowledge (TPACK). This study uses action research to examine how one‐to‐one instructional consultation for technology‐enhanced learning functions as an avenue for supporting faculty's TPACK creation. Through content analysis of the consulting notes from 18 consultation sessions, the study found that faculty can be supported to create TPACK through the consultation approaches of technology modelling, pedagogical realignment and deepening practice. These three approaches can be used during instructional consultation for faculty with varying objectives and experiences with technology‐enhanced learning. The implications for faculty professional development in technology‐enhanced learning are discussed. Practitioner NotesWhat is already known about this topic: Studies of teacher professional development programmes show that TPACK creation can be fostered through technology modelling and the use of TPACK Activity Types, lesson design prompts and design rubrics. Studies of unfacilitated peer-based design teams show that teachers create TPACK by deepening their understanding of PCK and TPACK through their design conversations. Higher education studies outside of teacher education show that individual technology mentoring and consultation encourages faculty technology adoption. What this paper adds: Academic developers can use three approaches to faciltiate TPACK creation during individual consultation with faculty. These approaches are termed as technology modelling, pedagogical realignment and deepening practice. Technology modelling is suitable for faculty without extensive experience in technology‐enhanced learning. By modelling technology tools and lesson exemplars, faculty develop baseline vocabulary of technological knowledge (TK) and technological pedagogical knowledge (TPK) for TPACK creation. Pedagogical realignment is suitable for faculty with some experience of technology‐enhanced learning for didactic teaching. Developing their understanding of student‐centered pedagogical content knowledge (PCK) provides them with pedagogical guidelines to create student‐centred TPACK. Deepening practice is suitable for faculty who are already implementing models of technology‐enhanced learning. Engaging them in reflective discussions helps them to develop TK, TPK, PCK, technological content knowledge (TCK), pedagogical knowledge (PK) and TPACK to improve different aspects in their current model of practice. Implications for practice and/or policy: Faculty can be at different implementation stages of technology‐enhanced learning and a one‐size‐fits‐all approach does not adequately address their development needs. Higher education technology mentoring programmes focus on technology adoption. Different kinds of faculty development strategies are needed to support faculty towards and beyond technology integration.