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    Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study

    Access Status
    Fulltext not available
    Authors
    De Vries, J.
    Broadley, Tania
    Date
    2013
    Type
    Conference Paper
    
    Metadata
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    Citation
    De Vries, Jennifer and Broadley, Tania. 2013. Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study, in World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, Jun 24 2013, pp. 506-514. Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
    Source Title
    Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study
    Source Conference
    World Conference on Educational Multimedia, Hypermedia and Telecommunications
    Additional URLs
    http://www.editlib.org/p/112004/
    ISBN
    978-1-939797-03-2
    URI
    http://hdl.handle.net/20.500.11937/38479
    Collection
    • Curtin Research Publications
    Abstract

    With a significant investment in digital technologies in Australian schools, the effective integration of such technology into teaching and learning is paramount. A growing body of evidence indicates that ICT professional learning is integral to the transformation of pedagogy that will improve student learning outcomes. The question arises as to how professional learning is planned and delivered within schools to ensure that all needs are being met. The purpose of this paper is to report on the research findings of a study into professional learning and ICT integration. The TPACK conceptual framework underpins the analyses of the data and brings forth the importance of technological and pedagogical knowledge. Six key categories will be discussed and the implication for practice will be considered.

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