Effect of instructors’ pedagogy and TPACK on integration of computer-based visualizations

Abstract

Despite the abundance of computer-based visualizations for learning and teaching, instructors are often at a loss as to how to integrate them in their teaching effectively. We present the various ways visualizations are being used by college teachers from science and engineering domains in Indian classrooms. We analyze our findings along five dimensions: Instructional setting and frequency of use, purpose of use, effectiveness as teaching aid, learner engagement level, and pedagogical strategies. We extend our analysis to explore how instructors’ Technological Pedagogical Content Knowledge (TPACK) affects their use of visualizations along these dimensions. We find that instructors’ TPACK has key and significant effects on the pedagogical strategies used to integrate visualizations.