Integrating ICT in business education: using TPACK to reflect on two course redesigns

Rienties, Bart and Townsend, Danielle (2012). Integrating ICT in business education: using TPACK to reflect on two course redesigns. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 141–156.

DOI: https://doi.org/10.1007/978-94-007-2846-2_10

Abstract

An increasing number of researchers have found that business teachers need to redesign their education and teaching in order to facilitate a new generation of business students. At the same time, several powerful tools such as online assessments or virtual classroom tools are currently available for business teachers to enrich the learning experience of their students. A thoughtful (re-) design of online and blended learning activities is critical for the attainment of rich learning and hands-on experiences for our future business managers. In order to provide a rich learning experience for a new generation of business students, it is important that content, technology and pedagogy are equally balanced.

The main purpose of this chapter is to review the state-of-the-art research on integrating ICT in business education using the conceptual technological pedagogical content knowledge (TPACK) model of Mishra and Koehler (Journal of Educational Computing Research, 32(2), 131–152, 2005; Teachers College Record, 108(6), 1017–1054, 2006). By using principles of design-based research (DBR), two redesigns in business education using ICT will be discussed, each using a distinct combination of cognition, pedagogy and technology. Both cases indicate that a successful redesign of business education can be achieved when teachers have a thorough understanding of pedagogy, content and technology.

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