The Development of Technological Pedagogical Content Knowledge in Instructors By Participating in Quality Matters Training and Peer Collaboration

• In Event: Roundtable Session 87
  In Roundtable Session: Instructional Technology SIG: Electronic Portfolios, Interaction, and Teacher Training: Their Impacts on Student Cognitive and Affective Variables

Abstract

The purpose of this study was to document the process of how Quality Matters (QM) training helps instructors develop technological, pedagogical, content knowledge (TPACK) which fosters the ability to discuss, develop, and implement more effective online learning. Case study was applied to study the learning experiences of four faculty members who participated in QM professional development training in a midwestern urban university. The results suggest that professional development must consider TPACK in order for faculty members to become effective online instructors. Institutions must consider how professional development impact knowledge growth in faculty to enhance the quality of online course design as well as gain a higher level of understanding of the role of pedagogical and content decisions as supported by technology.

Authors

• Cheryl L. Ward, University of Akron

• Xin Liang, The University of Akron

• Wendy Lampner, Instructional Service - University of Akron