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Deepening the Understanding of TPACK in Action: A Study on Language Teacher Cognition and Use of Technology
language teacher cognition
|Issue Date: ||2019-12-06 09:23:20 (UTC+8)|
|Abstract: ||近年來，讓科技成為語言教學之有機組成的理念一再被強調（Bax, 2003; Hubbard, 2008）。語言教師如何在科技融合的課堂中有策略地使用數位工具成為學界探討的重要議題（Haines, 2015; Liu & Chao, 2018）。本研究透過整合技術的學科教學知識（簡稱TPACK）框架（Mishra & Koehler, 2006）, 深入探討兩位英語教師應用科技整合的專業知識以實現教學意圖之實踐。這個個案研究包含兩個研究重點：（一）檢視教師之科技應用實踐；（二）分析TPACK知識、教學意圖與教學實踐三者之關係。|
Over the past decade, there have been important calls for technology to become an integral part of language education (Bax, 2003; Hubbard, 2008). A significant aspect of technology integration in language classrooms is the teacher’s role in methodically making use of technology to devise learning tasks that would otherwise be impossible (Haines, 2015; Liu & Chao, 2018). Informed by Mishra and Koehler’s (2006) conceptualization of technological pedagogical content knowledge (TPACK), this study explores how two English as Foreign Language teachers applied their professional knowledge of technology integration to realize their instructional intentions. The research foci of this case study are therefore twofold. Firstly, the research aims at examining what effective language teaching with technology looks like in real classroom contexts. Secondly, the study investigates the relationship among TPACK, instructional intentions, and practice.
Data from observations and interviews revealed many forms of the teachers’ TPACK application across widely varied circumstances in real contexts of teaching, suggesting that the Venn diagram model of TPACK in theory can look much different when viewed in practice. It is indicated that behind TPACK-in-action is the constant interaction between teachers’ knowing and thinking of tool uses aiming for improvements in the learning of students. In particular, three interpretive themes are generated to delineate this inner dynamic. First of all, teacher knowledge and intentionality work concurrently to shape TPACK-in-action. Second, teacher intentionality plays a significant role in crafting the development of TPACK-as-knowledge. Third, TPACK stimulates the transformation of teacher intentionality towards teaching with technology. Following these respects, analysis of the data generates a TPACK-in-action model that entails an inextricably interweaving relationship between teachers’ TPACK-as-knowledge and their intentionality, akin to the complementary pair of yin-yang featuring interdependence and interpenetration. Such a synergy at work highlights teachers as thinking agents and active designers of technology-enhanced classroom activities.
The results suggest future research endeavors focusing on an expanded understanding of teachers’ inner dynamics underlying the implementation of technology integration. The major implications for practice include: (a) the need for teaching practitioners to become more aware of both their knowledge and intentionality towards technology integration, and (b) the need for teacher preparation programs to set a goal that acknowledges teacher agency and supports situated learning in a world with ubiquitous technology.
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|Data Type: ||thesis|
|Appears in Collections:||[英國語文學系] 學位論文|
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