Using TPACK to develop digital pedagogues: a higher education experience

Abstract

This paper explores the use of the TPACK model in two higher education e-learning courses in Australia that enhanced students' ability to use technology in their learning and later in their professions. The courses focused on teaching students becoming digital pedagogues who could integrate technology and pedagogy and be more interactive teachers using the latest technologies. The aims of the two courses were to encourage students to become reflective learners and to create knowledge collaboratively. Newer technological tools, such as iPads, ePortfolios, and eBooks, were used to create digital pedagogies to enhance the students' learning experience and obtain students' reflections on the course. To maximize students' learning, TPACK was used in the design of the course, the learning activities and the assessment. It was also used as a framework to analyze the data. Results from the survey data found that students increased their confidence and their understanding of the use of the different domains of TPACK. The study also found that the majority of students became digital pedagogues and took the opportunity to implement the TPACK model in their classrooms. It contributes to understanding the value of the overlapping area of TPACK and the conceptual space necessary to implement digital pedagogies.