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Integrating ICT in Business Education: Using TPACK to Reflect on Two Course Redesigns

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Book cover Learning at the Crossroads of Theory and Practice

Part of the book series: Advances in Business Education and Training ((ABET,volume 4))

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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Acknowledgements

This chapter was written in the context of the MARCHet project (http://www.marchet.nl) that is funded by the SURF Foundation as well as the UM e-teacher project funded by Maastricht University. We would like to acknowledge Erwin Faasse, Peter Dekker, Gwen Noteborn, Katerina Bohle Carbonell, Janneke van der Loo, Anne-Petra Rozendal and Natasa Brouwer for their input and reflections on earlier drafts of this chapter. In addition, we would like to thank the audience of S-ICT 2009 in Amsterdam and EDINEB 2010 in London for their suggestions for further improvement.

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Authors and Affiliations

  1. Centre for Educational and Academic Development, University of Surrey, Guildford, GU2 7XH, Surrey, UK

    Bart Rienties

  2. School of Business and Economics, Maastricht University, Tongersestraat 53, 6211 LM, Maastricht, The Netherlands

    Danielle Townsend

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  1. Bart Rienties
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  2. Danielle Townsend
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Correspondence to Bart Rienties .

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Editors and Affiliations

  1. Institute for Education and Information, Venusstraat 35, Antwerp, 2000, Belgium

    Piet Van den Bossche

  2. Maastricht University, Dept. of Educational Research, School of Business and Economics, P.O. Box 616, Maastricht, 6200 MD, Netherlands

    Wim H. Gijselaers

  3. The Johns Hopkins Carey Business School, International Drive 100, Baltimore, 21202, Maryland, USA

    Richard G. Milter

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Rienties, B., Townsend, D. (2012). Integrating ICT in Business Education: Using TPACK to Reflect on Two Course Redesigns. In: Van den Bossche, P., Gijselaers, W., Milter, R. (eds) Learning at the Crossroads of Theory and Practice. Advances in Business Education and Training, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2846-2_10

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