TPACK(技术、教学和内容知识)的概述为我们提供了这样的知识:该框架最初是由Lee Schulman在20世纪80年代创建的，用于理解教学内容知识(PCK)的构建。随着科技的发展，这项工作得到了进一步的研究。J. & Mishra, P. (2008);Margerum-Leys (2001);Mishra & Koehler(2006)了解知识的实施与技术的增加会带来什么。该模型以教师的技术知识、教学知识和内容知识为中心，由七个部分构成，而不仅仅是三个部分。重叠区域的三个组成部分重叠,因此通常被称为专业领域,在老师的技能,知识和技术能力相结合形成了技术知识领域(TK),技术教学知识领域(TPK),教学内容知识(PCK)和这个上下文中的所有形成区域内的老师是一个专家。本作业中的知识将采用Engelien et al.(2009)中的Wilson的解释，即知识是一种了解信息的不同方式，其中可能包括一个人的知识、技能和信念。TPACK可以看作是一个复杂的集合，它包含了大量的教师知识，即他们所知道的知识，即教学知识，即教师所知道的主题和内容，最后是教师所拥有的技术技能。这就是说，教师不是一贯被视为或承认为专家，并可能包含大量的其他信息超出需要和在课堂上使用。Khoeler和Mishrah(2009)指出，体面教学的核心是三个组成部分，即内容、教学法和技术，以及它们之间的关系。在2007年至2008年期间，挪威使用TPACK模型进行的案例研究发现，基于教师不同的经验、教学方法和技能集，他们有不同的方法来实现所提议的项目目标(Engelien et al.， 2009)。在案例研究一(wiki案例研究)中，TPACK不同领域的结果导致教师报告说，技术知识是学生遇到问题的领域之一，但不是问题的主要来源。教师在教学知识领域中经历了互动性和开放性方面的差异，因此在项目构建中他们的角色是什么方面没有达成明确的一致(Engelien et al.， 2009)。
An overview of what TPACK (Technological, Pedagogical, and Content Knowledge) is provides us with the knowledge that this framework was initially created to understand the construction of pedagogical content knowledge (PCK) by Lee Schulman in the 1980’s. This work was then further researched with the advent of technology by the likes of researchers such as Koehler,M. J. & Mishra, P. (2008); Margerum-Leys (2001); Mishra & Koehler (2006) to understand what the implementation of knowledge with the addition of technology will bring about. This model is centered around the instructor’s technological knowledge, pedagogical knowledge and content knowledge, however this model consists of seven components not just three which is the is seen as the main components. The three components overlap and thus that overlapping areas are usually known as specialized areas, where the teacher’s skills, knowledge and technological abilities are combined forming the technological knowledge area (TK), technological pedagogical knowledge area(TPK), the pedagogical content knowledge (PCK) and this all is formed within a contextual area within which the teacher is an expert. Knowledge in the context of this assignment will take on the explanation of Wilson in Engelien et al., (2009) that knowledge is a host of different ways of knowing information which could include the knowledge, skills and belief of a person. TPACK can be seen as a complex gathering of a host of teacher’s knowledge, meaning what they know, the pedagogical knowledge, which means the subject matter and the content the teacher knows, and finally the technological skills the teacher possesses. This being said the teacher is not consistently seen or recognised as an expert and could contain a host of other information above and beyond what is needed for and used in the classroom. Khoeler and Mishrah (2009) states that at the core of respectable teaching are three components namely content, pedagogy, and technology, plus the relationships among and between them. In case studies done using the TPACK model in Norway between 2007 to 2008 it was found that the teachers had different approaches to achieve the proposed project goals, based on their different experiences, pedagogy and skill sets (Engelien et al., 2009). In case study one (wiki case study) the outcomes of the different areas of TPACK resulted in teachers reporting that the technological knowledge was one of the areas where students had issues, but not the main source of the problem. The teachers experienced differences in the pedagogical knowledge sphere in terms of interactivity and openness in terms of discussions, thus not reaching a clear point of agreement in terms of what their roles would be in the constructing of the project (Engelien et al., 2009).
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