Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives

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Author: Tirtha Goradia, Endeavour College of Natural Health, Australia
Email: tirtha.goradia@endeavour.edu.au
Published: December 1, 2018
https://doi.org/10.22492/ije.6.3.03

Citation: Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.03


Abstract

With the rapid development in information technology and the need to acquire 21st century skills, global trends in higher education are shifting towards using digital pedagogies. In light of this, Koehler and Mishra (2009) developed the Technological Pedagogical Content Knowledge (TPACK) framework to integrate technology with teaching. The framework has now been explored and implemented in various educational institutions. This study aims to collect academics’ perspectives on various technologies and pedagogies used at the institute through the lens of the TPACK framework. A mixed-methods study, using a survey-based questionnaire, was undertaken to collect academics’ perspectives. The study revealed a wide range of technologies and pedagogies being used to enhance 21st century competencies and skills. The TPACK framework provides a useful tool to gauge the learning environment and displays a complex interaction between technology, pedagogy and content knowledge specific to the learning environment. The results highlight the need to use technology for innovation and to renovate contemporary teaching practices for 21st century learning.

Keywords

TPACK, pedagogies, technologies, higher education, 21st century