A TPACK Perspective on Improving L2 Learner Engagement Via Tablet Technology: A Case Study_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	A TPACK Perspective on Improving L2 Learner Engagement Via Tablet Technology: A Case Study
書刊名：	數位學習科技期刊
作者：	曾俊傑
作者(外文)：	Tseng, Jun-jie
出版日期：	2015
卷期：	7:3
頁次：	頁15-42
主題關鍵詞：	情境問題；第二語言學習者專注度；科技教學學科知識；平板電腦；Contextual problems；L2 learner engagement；Technological pedagogical content knowledge；The tablet
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:3

用平板電腦來教英語是一件複雜的事，一般人對於如何應用此科技來解決在特定教學情境下的問題，知道的也不多。本個案研究採用科技教學學科知識（Technological Pedagogical Content Knowledge, TPACK）架構來檢視一位小學英語教師如何使用平板電腦教英語，以便改善外語學習者的課程參與度。研究者透過教師的Facebook省思記錄、課堂觀察、教師訪談，與給予學生的問卷和焦點小組訪談等方式來收集研究資料，進而分析資料以便瞭解：一、從TPACK的觀點來看，教師如何融入平板電腦於英語教學中；二、教師如何利用平板電腦來改善所處教學情境下的教學問題；三、學生對於平板電腦教學的感受。資料分析結果顯示：在確認了教師所面臨的教學情境問題的同時，教師學會利用平板電腦的優勢來促進學生專注於上課教材和教學活動。此外，學生認為平板電腦教學可以提升其課程參與度。故以平板電腦教學的方式來改善教師在特定教學情境下所面臨的問題，證明是可行與有效的，而本研究亦揭示了教師TPACK知識和他們所處的教學情境之間的關係。

以文找文

Teaching English with a tablet is complex and little is yet known about how it can be utilized to overcome pedagogical problems specific to particular teaching contexts. Adopting the framework of technological pedagogical content knowledge (TPACK), this case study examines how an elementary school teacher taught English using the tablet in order to improve L2 learner engagement. Data were collected through Facebook reflective notes, class observation, teacher interview, student survey, and focus-group interviews with students. The data were analyzed for 1. the ways she incorporated the tablet into English teaching from the perspective of TPACK, 2. the contextual problems she would like to improve with the tablet, and 3. students’ perceptions of the tablet-based teaching in relation to L2 learner engagement. Data analysis indicates that while various contextual problems in relation to L2 learner engagement were identified, the teacher took advantage of the tablet’s affordances to engage her students in instructional materials and activities. In addition, the students reported that the tablet-based teaching increased their engagement. The tablet-based teaching was proved viable and effective in improving contextual problems associated with L2 learner engagement. This study sheds light on the relationship between TPACK and context.

以文找文

期刊論文
1.	Jang, S. J.(2010)。Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers。Computers & Education，55(4)，1744-1751。
2.	Morgan, D. L.(1996)。Focus groups。Annual Review of Sociology，22(1)，129-152。
3.	Archambault, L.、Crippen, K.(2009)。Examining TPACK among K-12 online distance educators in the United States。Contemporary Issues in Technology and Teacher Education，9(1)，71-88。
4.	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。
5.	Brown, A. V.(2009)。Students' and teachers' percpetions of effective foreign language teaching: A comparison of ideals。The Modern Language Journal，93(1)，46-60。
6.	Chai, C.-S.、Koh, J. H.-L.、Ho, H. N.-J.、Tsai, C.-C.(2012)。Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural eqation modeling。Australasian Journal of Educational Technology，28(6)，1000-1019。
7.	Hsu, C.(2015)。Learning motivation and adaptive video caption filtering for EFL learners using handheld devices。ReCALL，27(1)，84-103。
8.	Heng, K.(2014)。The relationships between student engagement and the academic achievement of first-year university students in Cambodia。The Asia-Pacific Education Researcher，23(2)，179-189。
9.	He, B.、Puakpong, N.(2015)。Factors affecting the normalization of CALL in Chinese senior high schools。Computer Assisted Language Learning，28(3)，189-201。
10.	Gawelek, M. A.、Spataro, M.(2011)。Mobile perspectives: On iPads. Why mobile?。Educause Review，46(2)，28-32。
11.	Liu, G.-Z.、Hwang, G.-J.、Kuo, Y.-L.、Lee, C.-Y.(2014)。Designing dynamic English: A creative reading system in a context-aware fitness center using a smart phone and QR codes。Digital Creativity，25(2)，169-186。
12.	Lee, H. W.、Lim, K. Y.(2013)。Does digital handwriting of instructors using the iPad enhance student learning。The Asia-Pacific Education Researcher，22(3)，241-245。
13.	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，78，20-29。
14.	Manuguerra, M.、Petocz, P.(2011)。Promoting student engagement by integrating new technology into tertiary education: The role of the iPad。Asian Social Science，7(11)，61-65。
15.	Pegrum, M.、Howitt, C.、Striepe, M.(2013)。Learning to take the tablet: How preservice teachers use iPads to facilitate their learning。Australasian Journal of Educational Technology，29(4)，464-479。
16.	Ozturk, N.(2013)。Using CALL in language teaching and learning, in consideration of its strengths and limitations。Journal of European Education，3(1)，36-41。
17.	Park, Babette、Plass, Jan L.、Brünken, Roland(2014)。Cognitive and affective processes in multimedia learning。Learning and Instruction，29，125-127。
18.	Molyneux, P.、Godinho, S.(2012)。"This is my thing!": Middle years students' engagement and learning using digital resources。Australasian Journal of Educational Technology，25(8)，1466-1486。
19.	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。
20.	Rossing, J. P.、Miller, W. M.、Cecil, A. K.、Stamper, S. E.(2012)。iLeaming: The future of higher education? Student perceptions on learning with mobile tablets。Joural of the Scholarship of Teaching and Learning，12(2)，1-26。
21.	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。
22.	Ware, P.、Hellmich, E.(2014)。CALL in the K-12 context: Language learning outcomes and opportunities。CALICO Journal，31(2)，140-157。
23.	Tseng, J.-J.、Cheng, Y.-S.、Lin, C.-C.(2011)。Unraveling in-service EFL teachers' technological pedagogical content knowledge。The Journal of Asia TEFL，8(2)，45-72。
24.	Dörnyei, Zoltán、Csizer, Kata(1988)。Ten commandments for motivating language learners: results of an empirical study。Language Teaching Research，2(3)，203-229。
25.	Egbert, J.(2003)。A study of flow theory in the foreign language classroom。The Modern Language Journal，87(4)，499-518。
26.	Mishra, P.、Koehler, M. J.(2006)。Technological Pedagogical Content Knowledge: A new framework for teacher knowledge。Teachers College Record，108(6)，1017-1054。
27.	Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。
28.	Kukulska-Hulme, Agnes(2009)。Will mobile learning change language learning?。ReCALL，21(2)，157-165。
29.	Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology，25(1)，54-67。

會議論文
1.	Kelly, M. A.(2010)。Technological pedagogical content knowledge (TPACK): A content analysis of 2006-2009 print journal articles。Information technology & teacher education international conference 2010。Chesapeake, VA：Association for the Advancement of Computing in Education。3880-3888。
2.	Kurt, G.、Mishra, P.、Kocoglu, Z.(2013)。Technological pedagogical content knowledge development of Turkish pre-service teachers of English。Information technology & teacher education international conference 2013。Chesapeake, VA：AACE。5073-5077。
3.	Martin, R.、Ostashewski, N.、Dickinson-Delaporte, S.(2013)。Creating authentic iPad activities to increase student engagement: A learning design approach。world conference on educational multimedia, hypermedia and telecommunications 2013。Chesapeake, VA：Association for the Advancement of Computing in Education。249-253。

學位論文
1.	Bandyopadhyay, A.(2013)。Technology integration before student outcomes: Factors affecting teacher adoption of technology in India(博士論文)。University of Maryland，College Park, MD。

圖書
1.	Kapp, Karl M.(2012)。The gamification of learning and instruction: Game-based methods and strategies for training and education。John Wiley & Sons, Inc.。
2.	Meltzer, J.、Hamann, E.(2004)。Meeting the literacy development needs of adolescent English language learners through content area learning. Part one: Focus on motivation and engagement。Providence, RI：The Brown University Education Alliance/Northeast and Islands Regional Education Laboratory。
3.	McDonald, T.(2010)。Classroom management: Engaging students in learning。South Melbourne, Australia：Oxford University Press。
4.	Silverman, David(2000)。Doing qualitative research: A practical handbook。London：Sage Publications。
5.	Creswell, John W.、Plano Clark, Vicki L.(2007)。Designing and conducting mixed methods research。Sage Publications。
6.	Corbin, Juliet M.、Strauss, Anselm(2008)。Basics of qualitative research: Technique and procedures for developing grounded theory。Sage。

其他
1.	Csikszentmihalyi, Mihaly(1992)。Flow: The Psychology of Optimal Experience. New York, NY:。

圖書論文
1.	Balanyk, J. Z. S.(2013)。Up to the task: Task based learning with iPads。Using technology to redefine learning。Abu Dhabi, United Arab Emirates：HCT Press。
2.	Kelly, M. A.(2008)。Bridging digital and cultural divides: TPCK for equity of access to technology。Handbook of technological pedagogical content knowledge (TPCK) for educators。New York, NY：Routledge。
3.	Snyder, B.、Alperer-Tath, S.(2007)。Classroom practice: Learner Engagement。CALL enviroments: Research, practice, and critical issues。Alexandria, VA：TESOL。
4.	Koehler, M. J.、Mishra, P.(2008)。Introducing TPCK。The handbook of technological pedagogical content knowledge (TPCK) for educators。New York, NY：American Association of Colleges of Teacher Education：Rougledge。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

無相關期刊論文

無相關博士論文

無相關書籍

無相關著作

1.	運用擴增實境學習系統輔助大學生地方宗教民俗文化學習成效之探究
2.	A Case Study on How a User's High Altitude Experience in a Virtual Reality Game Affects Emotional Experiences
3.	Impacts of Integrating the Team Achievement Division (STAD) Strategy into the SQ4R-Guided E-Book Learning on Students' English Reading Comprehension
4.	行動科技應用於博物館導覽對學習注意力與成效之影響
5.	結合即時診斷機制的行動學習與自我調整學習模式對學生運用概念圖的學習成就與行為之影響
6.	從接應關係分析社會學科的想法翻修活動：以權威訊息的建構性運用原則為例
7.	The Role of Learning Antecedents and Quality in Predicting OpeCourseWare Utility: Preliminary Evidence from University and Public Learners
8.	情境感知Facebook社群網路英文字彙學習系統對學習成效影響之研究
9.	數位繪本或擴增實境融入國文教學對學習之影響：以科技大學資訊與非資訊學院學生為例
10.	The Application of the Moodle On-Line Teaching Platform on Mathematics Curriculum
11.	The Digital Game-based Training System of Biomedicine Relevant Spatial Ability
12.	From Reading to Writing: An English Major and Non-English Major Online Peer Learning Project
13.	設計與評估電腦輔助邏輯句型課程對學生句子能力與動機之影響
14.	海峽兩岸國民小學學生之網路學習行為比較研究
15.	應用理論建構以3D虛擬實境為特色之教育介入對高中職濫用愷他命學生的成效

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫