The KARPE Model for Differentiating Teaching and Learning with Technology

Lawrence A. Tomei

doi:10.4018/jicte.2006040103

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The KARPE Model for Differentiating Teaching and Learning with Technology

Lawrence A. Tomei

Source Title: International Journal of Information and Communication Technology Education (IJICTE) 2(2)

DOI: 10.4018/jicte.2006040103

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Abstract

Since 1996, the K-A-RPE Model has served to differentiate teaching and learning of technology. It is offered here as an archetype for other institutions seeking to develop their own comprehensive technology program. Knowledge, Application, Research, Practice, and Evaluation (K-A-RPE) offer the necessary dichotomy among instructional technology programs for undergraduates, graduates, and doctoral candidates. Similar to other more well-known taxonomies, the K-A-RPE Model is progressive and assumes mastery and competency at previous levels. Readers are exposed to the ISTE technology standards for teachers as well as how particular institutions implement the set of competencies in their individual programs of study. By establishing how technology skills are addressed in higher education, readers will be able to transfer the KARPE Model to new initiatives at all levels of instructional technology education, business, and corporate as well as traditional education. At the outset, it should be made clear that the focus of this study is on the more restricted domain of instructional technology — the use of technology for teaching and learning.

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The KARPE Model for Differentiating Teaching and Learning with Technology

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