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    Title: 整合技術的學科教學知識實踐之探討:語言教師的認知與科技運用研究
    Deepening the Understanding of TPACK in Action: A Study on Language Teacher Cognition and Use of Technology
    Authors: 劉倩
    Liu, Qian
    Contributors: 招靜琪
    Chao, Chin-Chi
    劉倩
    Liu, Qian
    Keywords: 整合技術的學科教學知識
    科技運用
    語言教師認知
    教學意圖
    TPACK
    technology use
    language teacher cognition
    intentionality
    Date: 2019
    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。

    通過課堂觀察和深入訪談,本研究揭示了真實的教學場域裡,教師TPACK知識之實踐過程中所呈現的多種樣貌。研究表明,TPACK理論框架並不能充分解釋其在實踐中展示的多樣性及獨特性。合理有效的教學科技運用實踐來自於教師對於工具的認知與使用意圖間的持續互動。本研究形成三個發現主題,提供這種內在交互關係的分析與詮釋:第一,教師的TPACK實踐是在其知識與意圖的共同作用下產生的。第二,教師的教學意圖形塑其TPACK知識的發展。第三,教師的TPACK知識促進其科技使用意圖的轉型。研究進而提出一個新的TPACK實踐框架。該框架以相互依賴、相互滲透的陰陽互補關係隱喻教師知識與意圖間的交織。這種協同作用強調教師作為思維主體和課程設計者在科技課堂中的核心地位。

    本研究建議,未來的研究應對教師科技整合實施中的內在動力予以更多關注。研究的實踐啟示包含:(一)一線教師應對自身的TPACK知識與科技使用意圖有明確的覺知;(二)教師教育課程應在教學中側重教師個體的能動性,並支持教師在科技泛在環境中的情境學習。
    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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    Description: 博士
    國立政治大學
    英國語文學系
    103551505
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0103551505
    Data Type: thesis
    DOI: 10.6814/NCCU201901247
    Appears in Collections:[英國語文學系] 學位論文

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