Policy

The final aspect that influences the success of MARCH^ET and similar modules is the degree to which the module is in tune with the institution’s views about using ICT in teaching. Organizing the module at the local level, i.e. the institution, makes it possible to align the module with institutional policies on the professional development of teaching staff. This means it can be integrated into the general professional development program for a teaching certificate, or into the institution’s policy on lifelong professional development. Conversely, the modules can help alter views about using ICT in university teaching in general and highlight the importance of applying TPACK in course design in particular. They can help define a policy concerning the ICT-related knowledge and skills that lecturers must learn to apply in academic teaching. The institution’s policy might not recognize that lecturers involved in designing university teaching must be able to integrate and apply technological, pedagogical and content knowledge. From an institutional point of view, it might be easier if the more practical subgoals of the MARCH^ET module become part of institutional policy first, with the TPACK model then being adopted as a concept.