Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program

Medha Dalal, Leanna Archambault, Catharyn Shelton

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This study investigated the impact of a semester-long technology course as part of a higher education cultural exchange program for secondary school teachers of developing nations. We integrated quantitative data from surveys that evaluated participants' technological pedagogical content knowledge (TPACK), with qualitative evidence from participants' technology-based lesson designs. Analysis across the 16 participants indicated that the course was effective in improving teachers' TPACK. Teachers reported increases in all TPACK domains, with the largest growth in technological content knowledge and TPACK. However, qualitative analysis suggested greater presence of technological pedagogical knowledge. Teachers learned to consider affordances of technology in accordance with content or pedagogy, but their ability was limited due to resource constraints or students' readiness. Results suggest that international exchange programs are a valuable way to support teachers of developing nations in building educational technology capacity at their home schools.

Original languageEnglish (US)
Pages (from-to)43-56
Number of pages14
JournalAustralasian Journal of Educational Technology
Volume37
Issue number1
DOIs
StatePublished - 2021
Externally publishedYes

Keywords

  • TPACK
  • international teachers
  • mixed methods
  • professional development
  • technology integration

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program'. Together they form a unique fingerprint.

Cite this