Integrated practice effect analysis of teaching design pattern on TPACK

Guo, Ping

doi:10.1002/cae.22207

Cited by 7 publications

(5 citation statements)

References 15 publications

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“…Stinken-Rösner et al (2023) believe that design research pays attention to the design of the learning environment, which effectively integrates experiential education and theoretical drive and allows educational innovation to be put into practice. Guo (2021) thinks that DBR is a systematic and flexible method system. On the basis of cooperation between researchers and practitioners, DBR promotes educational practice through repeated cycles of analysis, design, development and implementation, and it refines the design principles and theories of real situations.…”

Section: Literature Reviewmentioning

confidence: 99%

Design and Application of Intelligent Subject System Based on TPACK Framework

Li,

Song

2024

International Journal of Information and Communication Technology Education

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With the continuous advancement of educational informatization deepening of teachers' professional development, educational technology ability has become a necessary quality and skill for college teachers. This article introduces the basic concept of the TPACK framework and the design concept of intelligent disciplinary systems and elaborates in detail on how to apply the TPACK framework to the design and development of intelligent disciplinary systems. Through case analysis, this article demonstrates the advantages of intelligent subject systems in improving teaching quality and promoting active learning among students. Finally, this article discusses the future development direction and application prospects of intelligent disciplinary systems. The intelligent subject system based on the TPACK framework provides a new teaching solution for the education field, which helps to promote the process of educational informatization and personalized teaching. Cultivate students' rigorous scientific literacy and good practice habits, and master standardized experimental analysis methods.

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Section: Literature Reviewmentioning

confidence: 99%

Design and Application of Intelligent Subject System Based on TPACK Framework

Li,

Song

2024

International Journal of Information and Communication Technology Education

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“…Teaching technology integration requires teacher educators to grapple with constantly changing, politically impacted professional requirements, continuously evolving educational technology resources, and varying needs across content disciplines and contexts [31]. Teacher educators cannot foresee how their students may be expected to use educational technologies in the future or how technologies will change during their careers.…”

Section: Technological Pedagogical Content Knowledge Modelmentioning

confidence: 99%

“…The fact that an educator has these three skills at a suffic paves the way to create the most efficient course environment. If the educator have any of these skills, we cannot be located in the dark green area on the cha reduces efficiency and quality in both physical classes and distance education [3 Teaching technology integration requires teacher educators to grapple w stantly changing, politically impacted professional requirements, continuously educational technology resources, and varying needs across content disciplines texts [31]. Teacher educators cannot foresee how their students may be expecte educational technologies in the future or how technologies will change during reers.…”

Section: Technological Pedagogical Content Knowledge Modelmentioning

confidence: 99%

Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review

Akcil¹,

Uzunboylu

Kınık³

2021

Sustainability

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During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching processes in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technology integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies.

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“…Design frames are regarded as a resource that could help teachers explore effective methods to tackle the challenges they face in teaching AI courses. Existing research reveals teachers' efforts to explore appropriate pedagogies for teaching technology education through the TPACK framework [6]. TPACK is regarded as practical knowledge created through teachers' design reasoning, interpreted as design frames [7].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Lin

Chen

Chan³

et al. 2022

Sustainability

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Teaching artificial intelligence (AI) is an emerging challenge in global school education. There are considerable barriers to overcome, including the existing practices of technology education and teachers’ knowledge of AI. Research evidence shows that studying teachers’ experiences can be beneficial in informing how appropriate design in teaching sustainable AI should evolve. Design frames characterize teachers’ design reasoning and can substantially influence their AI lesson design considerations. This study examined 18 experienced teachers’ perceptions of teaching AI and identified effective designs to support AI instruction. Data collection methods involved semi-structured interviews, action study, classroom observation, and post-lesson discussions with the purpose of analyzing the teachers’ perceptions of teaching AI. Grounded theory was employed to detail how teachers understand the pedagogical challenges of teaching AI and the emerging pedagogical solutions from their perspectives. Results reveal that effective AI instructional design should encompass five important components: (1) obstacles to and facilitators of participation in teaching AI, (2) interactive design thinking processes, (3) teachers’ knowledge of teaching AI, (4) orienteering AI knowledge for social good, and (5) the holistic understanding of teaching AI. The implications for future teacher AI professional development activities are proposed.

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Integrated practice effect analysis of teaching design pattern on TPACK

Cited by 7 publications

References 15 publications

Design and Application of Intelligent Subject System Based on TPACK Framework

Design and Application of Intelligent Subject System Based on TPACK Framework

Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

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