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This paper analyses the theoretical construct of professional practice knowledge; the ‘tacit knowledge’ that all teachers use when engaging with digital technologies. To reach this end and to gather the views of tutors, a framework developed by Mishra and Koehler –Technological Pedagogical and Content Framework (TPACK) – was employed. This was used in parallel with the Flanders Interaction Analysis Category (FIAC) Framework to collect semi-structured interview and interaction analysis data. This paper will present a selection of the data gathered and analysed using the TPACK framework.
The research found that faculty need ongoing training opportunities where they can develop their professional practice in order to use Synchronous Computer Mediated Conferencing (SCMC) tools to design interactive sessions that are not teacher dominated. The paper recommends that HE institutions design a signature pedagogy for academic staff and students on how SCMC technology can be used within specific online interactive programmes.
It also found that there is a need for academic staff to capture their own professional practice; to sit back and ask, what is going on here? Having reflected on their practice, tutors should then be encouraged to share their own experiences, or their tacit knowledge, with their peers. Institutions can then begin to capture and reflect on this ‘hot action’ around the use of SCMC technologies. Ultimately this information may help faculty to design learning experiences that will improve student-learning.
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