Search results for: Borthwick Arlene C.
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This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision making. Content analysis and a priori coding were used to analyze transcripts along with constant comparative methods to explore elements within the diagnostic tool and identify additional codes. Results indicate that education leaders utilized the TPACK leadership diagnostic tool in different ways to guide the design, development, and implementation of their technology initiatives. Participants also provided recommendations for how the diagnostic tool and its use might be enhanced in order to support change.
Updated: Jan. 05, 2020
In this article, the authors therefore offer for consideration an educational technology professional development (ETPD) assessment model that merges three theoretical constructs currently enjoying much note and utility, through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge) TPACK); (b) organizational learning; and (c) participant research and inquiry.
Updated: Jan. 02, 2011