The KARPE Model Revisited – An Updated Investigation for Differentiating Teaching and Learning with Technology in Higher Education

The KARPE Model Revisited – An Updated Investigation for Differentiating Teaching and Learning with Technology in Higher Education

Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-59904-922-9.ch003
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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 initiates at all levels of instructional technology education, business, and corporate as well as traditional education.

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