This study investigates the knowledge that engineering teachers should possess in order to effectively implement technology-enhanced instruction in their teaching practice using Technological Pedagogical Content Knowledge (TPACK) framework, although its (TPACK) use in HEIs is inadequate. The objectives of this investigation are to investigate what…

The main purpose of this study was to examine a case in the context of a Faculty Technology Mentoring (FTM) program that provided customised technology integration support to faculty members in different disciplines. The FTM was implemented as a university-wide professional development model to enhance faculty members' adoption of technology into…

This dissertation reported three studies whose overarching purpose is to enhance our understanding about how teachers learn to teach by revealing the learning to teach process. Each of three studies revealed the learning to teach process from different perspectives. Guided by the Pedagogical Content Knowledge (PCK) framework, the first study…

For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic…

This document presents the proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of this conference is "Navigating Currents and Charting Directions." The theme reminds us that, although we are constantly pushed to account for the quality and impact of our research, we…