Employing the TPACK Framework for Researcher-Teacher Co-Design of a Mobile-Assisted Seamless Language Learning Environment
Employing the TPACK Framework for Researcher-Teacher Co-Design of a Mobile-Assisted Seamless Language Learning Environment
复制标题
采用 TPACK 框架进行研究人员与教师共同设计移动辅助无缝语言学习环境
DOI：
10.1109/tlt.2014.2354038
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发表时间：
2015
影响因子：
3.7
通讯作者：
Ronnel B. King
中科院分区：
文献类型：
--
作者：
L. Wong;C. Chai;Xujuan Zhang;Ronnel B. King
对于许多缺乏社会技术教学知识和时间来设计干预措施的教师来说，将技术融入教学是一项重大挑战。一个可能的解决方案是设计具有相关内容和教学工具的健全的技术增强学习（TEL）环境，以减少教师的设计工作。技术教学内容知识（TPACK）是一个很有前途的框架，用于理解教师如何将技术融入课堂。学者们强调了该框架的“重新定位”，以便为TEL环境的设计提供信息。本研究采用TPACK框架设计名为“MyCLOUD”的学习环境。MyCLOUD推动了移动和云技术的融合，使小学生能够自主、协作、无缝地学习汉语。在本文中，我们揭示了分布在教师和研究者之间的TPACK资源是如何对学习环境的设计做出贡献的。研究人员通过对整个发展阶段的42次会议记录进行编码和整合来完成分析，从而勾勒出研究人员-教师共同设计学习环境的轨迹，作为新创建的TPACK的一种表现。接下来是学生对平台可用性的感知研究，用户接受度调查的所有三个子量表在各自的平均值中得分都高于3分的中点。这项研究通过使用TPACK框架来扩大设计考虑因素，使其超越技术上的可能性，包括特定内容学习在教学上的可取性，从而有助于当前TEL的发展。
Integrating technologies into teaching and learning poses a significant challenge for many teachers who lack socio-techno-pedagogical know-how and time to design interventions. A possible solution is to design sound technology-enhanced learning (TEL) environments with relevant content and pedagogical tools to reduce teachers' design efforts. Technological pedagogical content knowledge (TPACK) is a promising framework for understanding how teachers could integrate technologies into classrooms. Scholars have highlighted the “repurposing” of the framework to inform the design of TEL environments. This study employed the TPACK framework to design the learning environment called `MyCLOUD'. MyCLOUD advances the integration of mobile and cloud technologies for self-directed, collaborative and seamless Chinese Language learning among primary students. In this paper, we unpack how the distributed TPACK resources among the teachers and the researchers have contributed to the design of the learning environment. The analysis is accomplished through researchers' coding and consolidation of 42 meeting minutes throughout the developmental period, thereby outlining the trajectory of the researcher-teacher co-design of the learning environment as a manifestation of newly created TPACK. This is followed by a study of students' perceived usability of the platform, with all three subscales of the user acceptance survey scoring above the mid-point of 3 in their respective mean values. This research contributes to current development of TEL by using the TPACK framework to widen the design considerations that go beyond what is technologically possible to include what is pedagogically desirable for a specific content learning.