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|Title:||ICT Teaching Practices from a TPACK Perspective - A View from a Regional Australian University||Contributor(s):||Reyes, Vicente (author); Gregory, Sue (author) ; Reading, Christine E (author) ; Doyle, Helen (author)||Handle Link:||https://hdl.handle.net/1959.11/18227||Abstract:||Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pedagogical and Content Knowledge (TPACK). For future investigations of TPACK application in university contexts, a three-cluster configuration of teacher-practitioners is proposed that requires empirical confirmation. The relevance of the findings of the inquiry and their implications on universities that conduct ICT intensive courses were also discussed, especially in relation to improving teaching practices.||Publication Type:||Working Paper||Field of Research (FOR):||130306 Educational Technology and Computing||Socio-Economic Outcome Codes:||930202 Teacher and Instructor Development||HERDC Category Description:||W Working Paper||Other Links:||https://plsworkingpapers.files.wordpress.com/2014/08/pls-working-paper-series-12.pdf||Series Name:||PLS Working Papers Series||Series Number :||12||Statistics to Oct 2018:||Visitors: 259
|Appears in Collections:||The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)|
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