Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/127735
|
| 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. |
| Reference: | AACTE Committee on Innovation and Technology (Eds.) (2008). Handbook of technological pedagogical content knowledge for educators. New York: Routledge.
Albirini, A. (2006). Teachers` attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Alexander, R., Rose, J., & Woodhead, C. (1992). Curriculum organisation and classroom practice in primary schools. London: HMSO.
Andrews, S. (1997). Metalinguistic knowledge and teacher explanation. Language Awareness, 6 (2/3),147-161.
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21, 292-320.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168.
Angeli, C., & Valanides, N. (Eds.) (2015). Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK. New York: Springer.
Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. In M. C. Herring, M. J. Koehler &
P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp.11-33). New York, NY: Routledge.
Antonenko, P. D. (2013). Two heads are better than one: Inservice teachers engaging in instructional design 2.0. Journal of Digital Learning in Teacher Education, 29(3), 72-81.
Atkinson, D. (2014). Language learning in mindbodyworld: A sociocognitive approach to second language acquisition. Language Teaching, 47, 467-483.
Bailey, K. M. (1996). The best laid plans: Teachers’ in class decisions to depart from their lesson plans. In K. M. Bailey & D. Nunan (Eds.), Voices from the Language Classroom (pp. 15-40). Cambridge: Cambridge University Press.
Bax, S. (2003). CALL - Past, present and future. System, 31(1), 13-28.
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395-414.
Bell, M. M. (2009). An invitation to environmental sociology (3rd ed.). Los Angeles: Pine Forge Press.
Berry, R. (1997). Teachers’ awareness of learners’ knowledge: The case of metalinguistic terminology. Language Awareness, 6 (2/3), 136-146.
Bibi, S. & Khan, S. H. (2017). TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT. Australasian Journal of Educational Technology, 33(4), 70-87.
Biggs, J. (1998). Learning from the Confucian heritage: So size doesn’t matter? International Journal of Educational Research, 29(8), 723-738.
Borg, S. (1999). Teachers’ theories in grammar teaching. ELT Journal, 53(3), 157-167.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
Borg, S. (2012). Current approaches to language teacher cognition research: A methodological analysis. In R. Barnard & A. Burns (Eds.), Researching language teacher cognition and practice: International case studies (pp. 11-29). Bristol, UK: Multilingual Matters.
Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms & practices (pp. 35-66). NY: Teachers College Press.
Breen, M. P. (1991). Understanding the language teacher. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (Eds.), Foreign/Second language pedagogy research (pp. 213-233). Clevedon, UK: Multilingual Matters.
Brentano, F. (1995). Psychology from an empirical standpoint. London: Routledge and Kegan Paul.
Burnett, C. (2009a). “That’s more like how they know me as a person”: One primary pre-service teacher’s stories of her personal and “professional” digital practices. Literacy, 43(2), 75-82.
Burnett, C. (2009b). Personal digital literacies versus Classroom Literacies: Investigating pre-service teachers’ digital lives in and beyond the classroom, in V. Carrington & M. Robinson (Eds.), Digital Literacies: Social learning and classroom practices (pp. 115-129). London: Sage.
Burgess, J., & Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30, 433-458.
Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 154-177). Cambridge: Cambridge University Press.
Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language‐teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585-601.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-Year PGCE programme. System, 28(3), 387-402.
Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psychology, 51(2), 211-217.
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
Chai, C. -S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers` development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
Chai, C.-S., Koh, J. H.-L., & Tsai, C.-C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16 (2), 31-51.
Chao, C.-C. (2015) Rethinking transfer: Learning from CALL teacher education as consequential transition. Language Learning & Technology, 19(1), 102-118.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
Cheng, A., & Wang, Q. (2012). English language teaching in higher education in China: A historical and social overview. In J. Ruan & C.B. Leung (Eds.), Perspectives on teaching and learning English in China (pp. 19-33). New York: Springer.
Chun, D. M. (2016). The role of technology in SLA research. Language Learning & Technology, 20(2), 98-115.
Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361-385.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
Cook, J., Pachler, N., & Bachmair, B. (2011). Ubiquitous mobility with mobile phones: A cultural ecology for mobile learning. E-learning and Digital Media, 8(3), 181-195.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications.
Crouch, M., & McKenzie, H. (2006). The logic of small samples in interview-based qualitative research. Social Science Information, 45(4), 483-499.
Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94, 434-452.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
Culp, K. M., Honey, M., & Mandinach, E. (2005). A retrospective on twenty years of educational technology policy. Journal of Educational Computing Research, 32(3), 279-307.
Cumming, A. (1989). Student teachers’ conceptions of curriculum: Towards an understanding of language teacher development. TESL Canada Journal, 7(1), 33-51.
Cutrim Schmid, E. (2017). Teacher education in computer-assisted language learning: A sociocultural and linguistic perspective. London: Bloomsbury Academic.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., Tsoukalas, I., & Pombortsis, A. (2003). “Cultures in negotiation”: Teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41(1), 19-37.
Dewey, J. (1929). Experience and nature. London: George Allen & Unwin, Ltd.
Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31, 221-238.
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346.
Dooly, M. (2009). New competencies in a new era? Examining the impact of a teacher training project. ReCALL, 21(3), 352-369.
Dooly, M. (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184-217.
Duff, P. A. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum Associates.
Duran, M., Brunvand, S., Ellsworth, J., & Sendag, S. (2012). Impact of research-based professional development: Investigation of inservice teacher learning and practice in wiki integration. Journal of Research on Technology in Education, 44(4), 313-334.
Earle, R.S. (2002). The integration of instructional technology into public education:
Promises and challenges. ET Magazine, 42(1), 5-13.
Edge, J., & Richards, K. (1998). Why best practice is not good enough. TESOL Quarterly, 32(3), 569-576.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
Ertmer, P., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Ermer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. In H. Fives & M.G. Gill (Eds.) International handbook of research on teachers’ beliefs (pp. 403-418). New York, NY, USA: Routledge.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & York, C. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge.
Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. D. Hammond (Ed.), Review of research in education, 20 (pp. 3-56). Washington, DC: American Educational Research Association.
Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 9(5/6), 485-497.
Garton, S. (2008). Teacher beliefs and interaction in the language classroom. In S. Garton & K. Richards (Eds.), Professional encounters in TESOL: Discourses of teachers in teaching (pp. 67-86). Basingstoke: Palgrave Macmillan.
Gess-Newsome, J. (2002). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3-17). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Gobbo, C., & Girardi, M. (2001). Teachers` beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1), 63-85.
Goetz, J., & LeCompte, M. (1984). Ethnography and qualitative design in educational research. Orlando, FL: Academic Press.
Godwin-Jones, R. (2011). Autonomous language learning. Language Learning & Technology, 15(3), 4-11.
Godwin-Jones, R. (2015). Contributing, creating, curating: Digital literacies for language learners. Language Learning & Technology, 19(3), 8-20.
Golombek, P. R. (1994). Putting teachers back into teachers` knowledge. TESOL Quarterly, 28(2), 404-407.
Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
Golombek, P. R. (2015). Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. The Modern Language Journal, 99, 470-484.
Gomez, M. (2015). When circles collide: Unpacking TPACK instruction in an eighth-grade social studies classroom. Computers in the Schools, 32, 278-299.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
Gramam, L. (2012). Unfolding lives in digital worlds: Digikid teachers revisited. Literacy, 46(3), 133-139.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Haines, K. J. (2015). Learning to identify and actualize affordances in a new tool. Language Learning & Technology, 19 (1), 165-180.
Harris, J. (2005). Our agenda for technology integration: It`s time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116-122.
Harris, J. (2016). Inservice teachers` TPACK development: Trends, models, and trajectories. In M. Herring, M. Koehler & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (2nd ed.) (pp. 191-205). New York, NY: Routledge.
Harris, J. B. (2008). TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 251-271). New York: Routledge.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
Hashweh, M. (2013). Pedagogical content knowledge: Twenty-five years later. In C. J. Craig, P. C. Meijer & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (Advances in Research on Teaching, Vol. 19, pp. 115-140). Bingley, UK: Emerald Group Publishing.
Hechter, R. P., Phyfe, L. D., & Vermette, L. A. (2012). Integrating technology in education: Moving the TPCK framework towards practical applications. Education Research and Perspectives, 39, 136-152.
Hedayati, H. (F.), & Marandi, S. S. (2014). Iranian EFL teachers’ perceptions of the difficulties of implementing CALL. ReCALL, 26(3), 298-314.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15.
Hlas, A.C., Conroy. K., & Hildebrandt, S. A. (2017). Students teachers and CALL: Personal and pedagogical uses and beliefs. CALICO Journal, 34(3), 336-354.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320.
Hora, M. T., & Holden, J. (2013). Exploring the role of instructional technology in course planning and classroom teaching: Implications for pedagogical reform. Journal of Computing in Higher Education, 25(2), 68-92.
Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175-188.
Jaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK-in-practice: Designing content-centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 137-163). New York: Springer.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
Johnson, K. E. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (2011). A sociocultural theoretical perspective on teacher professional development. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development (pp. 1-12). New York: Routledge.
Johnson, M. (1984). A review of Elbaz, Freema, teacher thinking: A study of practical knowledge. Curriculum Inquiry, 14(4), 465-468.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kelly, M. A. (2008). Bridging digital and cultural divides: TPCK for equity of access to technology. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 30-60). New York: Routledge.
Kerr, S. (1991). Lever and fulcrum: Educational technology in teachers’ thought and practice. Teachers College Record, 93(1), 114-136.
Kessels, J. P., & Korthagen, F. A. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 25(3), 17-22.
Kessler, G. (2006). Assessing CALL teaching training: What are we doing and what could we do better? In P. Hubbard & M. Levy (Eds.), Teacher education in CALL. Amsterdam/Philadelphia, PA: John Benjamins.
Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173-188.
Kim, H. Y. (2009). Beyond motivation: ESL/EFL teachers’ perceptions of the role of computers. CALICO Journal, 25(2), 241-259.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research. 32(2), 131-152.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York: Routledge.
Koehler, M. J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146-163.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, & technology. Computers and Education, 49(3), 740-762.
Koh, J. H. -L., Chai, C. -S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78(1), 20-29.
Kubanyiova, M. (2015). The role of teachers’ future self guides in creating L2 development opportunities in teacher-led classroom discourse: Reclaiming the relevance of language teacher cognition. The Modern Language Journal, 99, 565-584.
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435-449.
Kumar, C.P. (2013). The eclectic method: Theory and its application to the learning of English. International Journal of Scientific and Research Publications, 3(6), 1-4.
Kumaravadivelu, B. (1994). The Postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.
Kushner Benson. S. N., Ward, C. L., & Liang, X. (2015). The essential role of pedagogical knowledge in technology integration for transformative teaching and learning. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 3-18). New York: Springer.
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. The Canadian Modern Language Review, 56(3), 389-420.
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). New York, NY: Open University Press.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
Li, L., & Walsh, S. (2010). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125.
Li, G., & Ni, X. (2011). Primary EFL teachers’ technology use in China, Patterns and perceptions. RELC Journal, 42(1), 69-85.
Liu, Q., & Chao, C.-c. (2018). CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom. ReCALL, 30(1), 68-87.
Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246.
Malle, B. F., Moses, L. J., & Baldwin, D. A. (2001). Introduction: The significance of intentionality. In B. F. Malle, L. J. Moses & D. A. Baldwin (Eds.), Intentions
and intentionality: Foundations of social cognition (pp. 1-26). Cambridge, MA: The MIT Press.
Malle, B. F., & Knobe, J. (1997). The folk concept of intentionality. Journal of Experimental Social Psychology, 33(2), 101-121
Margerum-Leys, J., & Marx, R. W. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Thousand Oaks, CA: SAGE Publications.
McCrory, R. (2008). Science, technology and teaching: The topic-specific challenges of TPCK in science. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 193-206). New York: Routledge.
McCroskey, J. C., & Richmond, V. R. (1983). Power in the classroom I: Teacher and student perceptions. Communication Education, 32(2), 175-184.
McIntyre, R., & Smith, D. W. (1989). Theory of intentionality. In J. N. Mohanty & W. R. McKenna (Eds.), Husserl’s phenomenology: A textbook (pp. 147-179). Washington, D. C.: Center for Advanced Research in Phenomenology and University Press of America.
McLaughlin, M. (1991). Enabling professional development: What have we learned? In A. Lieberman & L. Miller (Eds.), Staff development for education in the ‘90s (pp. 61-82). New York: Teachers College Press.
Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco, CA: Jossey-Bass.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Meskill, C. (2005). Metaphors that shape and guide CALL research. In J. Egbert & G. Petrie (Eds.), CALL research perspectives (pp. 25-40). Mahwah, NJ: Erlbaum.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Moeller, H. (2007). Daodejing: The new, highly readable translation of the life-changing ancient scripture formerly known as the Tao Te Ching. Chicago: Open Court.
Mohan, B. (2007). Knowledge structures in social practices. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 303-315). Boston, MA: Springer US.
Moodie, I., & Feryok, A. (2015). Beyond cognition to commitment: English language teaching in South Korean primary schools. The Modern Language Journal, 99, 450-469.
Mouza, C., & Karchmer-Klein, R. (2015). Designing effective technology preparation opportunities for preservice teachers. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 115-136). New York: Springer.
Nakamura, J., & Csikszentmihalyi, M. (2005). Engagement in a profession: The case of undergraduate teaching. Daedalus, 134(3), 60-67.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317.
Niess, M. L. (2012). Teacher knowledge for teaching with technology: A TPACK lens. In R. N. Ronau, C. R. Rakes & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 1-15). Hershey, PA: Information Science Reference.
Niess, M. L. (2015). Transforming teachers’ knowledge: Learning trajectories for advancing teacher education for teaching with technology. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 19-40). New York: Springer.
Niess, M. L. (2016). Technological pedagogical content knowledge (TPACK) framework for K-12 teacher preparation: Emerging research and opportunities. Hershey, PA: IGI Global.
Nkwenti Ndongfack, M. (2015). Mastery of active and shared learning processes for techno-pedagogy (MASLEPT): A model for teacher professional development on technology integration. Creative Education, 6, 32-45.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Ong, W.J. (1958). Ramus, method, and the decay of dialogue: From the art of discourse to the art of reason. Cambridge, MA: Harvard University Press.
Ottenbreit-Leftwich, A. T., Glazewki, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2009/2010). Preservice teachers’ emerging TPACK in a technology-rich methods class. The Mathematics Educator, 19(2), 10-20.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
Pareto, L., & Willermark, S. (2018). TPACK in situ: A design-based approach
supporting professional development in practice. Journal of Educational
Computing Research. Retrieved from https://doi.org/10.1177/0735633118783180
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks,
CA: Sage.
Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Perth, Australia: University of Western Australia Press.
Pettit, J., & Kukulska-Hulme, A. (2007) Going with the grain: Mobile devices in practice. Australian Journal of Educational Technology, 23(1), 17-33.
Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430.
Phillips, M. (2016). Re-contextualising TPACK: Exploring teachers’ (non-) use of digital technologies. Technology, Pedagogy and Education, 25(5), 555-571.
Phillips, M., Koehler, M., Rosenberg, J., & Zunica, B. (2017). Unpacking TPACK: Reconsidering knowledge and context in teacher practice. In P. Resta & S. Smith (Eds.), Proceedings of society for information technology & teacher education international conference (pp. 2422-2429). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
Porras-Hernandez, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143-154.
Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210.
Schwab, J. J. (1969). The practical: A language for curriculum. The School Review, 78(1), 1-23.
Seedhouse, P., & Almutairi, S. (2009). A holistic approach to task-based interaction. International Journal of Applied Linguistics, 19(3), 311-338.
Shifflet, R., & Weilbacher, G. (2015). Teacher beliefs and their influence on technology use: A case study. Contemporary Issues in Technology and Teacher Education, 15(3), 368-394.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Skott, J. (2015). The promises, problems, and prospects of research on teachers’ beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 13-30). New York: Routledge.
So, H-J, & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Sun, Y., Zhou, L., & Zhang, S. (2016). A development study for higher education informatization in China. International Journal of Education and Information Technologies, 10, 131-138.
Tearle, P. (2003). ICT-implementation: What makes the difference? British Journal of Educational Technology, 34, 567-583.
Tee, M. Y., & Lee, S. S. (2015). Making tacit knowledge and practices more explicit for the development of TPACK. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 269-283). New York: Springer.
Terpstra, M. (2015). TPACKtivity: An activity–theory lens for examining TPAC development. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 63-88). New York: Springer.
Thompson, A. (2006). Technology pedagogical content knowledge: Framing teacher knowledge about technology. Journal of Computing in Teacher Education, 22(6), 46-48.
Thompson, A., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
Tomasello, M., & Herron, C. (1988). Down the garden path: Inducing and correction overgeneralization errors in the foreign language classroom. Applied Psycholinguistics, 9(3), 237-246.
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-2553.
Tondeur, J., Kershaw, L. H., Vanderlinde, R., & van Braak, J. (2013). Getting inside the black box of technology integration in education: Teachers’ stimulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3), 434-449.
Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19(3), 124-139.
Tsai, C.-C, & Chai, C.-S (2012). The “third” -order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28 (Special issue, 6), 1057-1060.
Turner-Bissett, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25(1), 39-55.
Valanides, N., & Angeli, C. (2006). Preparing pre-service elementary teachers to teach science through computer models. Contemporary Issues in Technology and Teacher Education-Science, 6(1), 87-98.
Valanides, N., & Angeli, C. (2008a). Learning and teaching about scientific models with a computer modeling tool. Computers in Human Behavior, 24(2), 220-233.
Valanides, N., & Angeli, C. (2008b). Professional development for computer-enhanced learning: A case study with science teachers. Research in Science and Technological Education, 26(1), 3-12.
van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.
van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox.
van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
van Praag, B., & Sanchez, H. S. (2015). Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. ReCALL, 27(3), 288-303.
Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461.
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.
Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251-266.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13, 235-286.
Whetten, D. A. (1989). What constitutes a theoretical contribution? The Academy of Management Review, 14(4), 490-495.
Wilhelm, R., & Baynes, C. F. (1950). The I ching: Or, book of changes. New York: Pantheon Books.
Wolcott, H.F. (1973). The man in the principal’s office. New York: Holt, Rinehart, & Winston.
Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.
Yang, S. (1973). Book of changes. Adelphi, MD: Advanced Technology and Research Inc..
Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2014). Developing and validating technological pedagogical content knowledge - practical (TPACK-Practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
Yin, R. K. (2012). Applications of case study research (3rd ed.). Thousand Oaks, CA: Sage.
Zhang, D. (2002). Key concepts in Chinese philosophy. New Haven, CT; London: Yale University Press.
Zhang, E.U., & Adamson, B. (2007). Implementing language policy: Lessons from primary school English. In A. Feng (Ed.), Bilingual education in China: Practices, policies and concepts (pp. 166-181). Tonawanda, NY: Multilingual Matters.
Zhao, Y. (2003). What teachers need to know about technology? Framing the question. In Y. Zhao (Ed.), What should teachers know about technology: Perspectives and practices (pp. 1-14). Greenwich, CT: Information Age Publishing.
Zhong, Y. X., & Shen, H. Z. (2002). Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms. British Journal of Educational Technology, 33(1), 39-52. |
| 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
|
Files in This Item:
| File |
Size | Format | |
|---|
| 150501.pdf | 4560Kb | Adobe PDF2 | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
