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題名 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作者 劉倩
Liu, Qian貢獻者 招靜琪
Chao, Chin-Chi
劉倩
Liu, Qian關鍵詞 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日期 2019 上傳時間 6-十二月-2019 09:23:20 (UTC+8) 摘要 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. 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國立政治大學
英國語文學系
103551505資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103551505 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (作者) 劉倩 zh_TW dc.contributor.author (作者) Liu, Qian en_US dc.creator (作者) 劉倩 zh_TW dc.creator (作者) Liu, Qian en_US dc.date (日期) 2019 en_US dc.date.accessioned 6-十二月-2019 09:23:20 (UTC+8) - dc.date.available 6-十二月-2019 09:23:20 (UTC+8) - dc.date.issued (上傳時間) 6-十二月-2019 09:23:20 (UTC+8) - dc.identifier (其他 識別碼) G0103551505 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/127735 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 103551505 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents Acknowledgments iiiList of Tables ixList of Figures xiChinese Abstract xiiiEnglish Abstract xvIntroduction 1Background to the Study 1Rationale for the Study 4Research Questions 8Literature Review 9TPACK as the Knowledge Base of Teaching with Technology 9Defining TPACK. 11Exploring the epistemology of TPACK. 16The integrative view. 17The transformative view. 19Articulating the understated factors in TPACK. 21TPACK as an experience-based construct. 22Contextual elements as a significant component in TPACK. 25Teacher Cognition and Technology Use 28The importance of teacher cognition in technology integration. 28The scope of teacher cognition research. 30Teacher cognition and CALL. 32Language teacher cognition and the adoption of CALL. 33CALL teacher cognition and the adoption of the constructivist pedagogy. 34The translation of CALL teacher knowledge and cognition into practice. 35Intentionality: A construct to understand teacher’s purposeful actions. 39Methodology 43Context of the Study 44The Setting 45The Course 46The Participants 46Data Collection 48Data Analysis 53Results and Within-Case Analysis 55A Day in the Life of Sarah 56Sarah’s TPACK-in-Action: Proactive Seeking of Technological Potentials to Shape Good Teaching 63Teacher as an authoritative figure. 64Teacher as a guide-on-the-stage. 70Teacher as a learning partner. 76A Day in the Life of Ada 87Ada’s TPACK-in-Action: Consolidating Good Teaching through Sensitive Use of Technology 92Fostering the development of language skills. 93Fostering the development of critical thinking skills. 101Fostering the development of self-directed learning skills. 108Summary 120Discussion and Cross-Case Analysis 121The Inner Dynamics Underlying TPACK-in-Action 121Theme 1: Teachers’ knowledge of TPACK and their intentionality work interdependently to inform their TPACK-in-action. 122Theme 2: Teacher intentionality acts to shape their knowledge of TPACK, allowing enriched TPACK-in-action to emerge. 126Theme 3: Teachers’ knowledge of TPACK catalyzes the renewal of teacher intentionality, transforming their TPACK-in-action. 130Towards an Alternative Framework 133Conclusions 139Major Findings 139What TPACK-in-action looks like. 139Linking teacher knowledge, intentionality, and TPACK practice. 140Implications of the Study 141Theoretical implications. 141Practical implications. 143Teaching practitioners. 143Teacher educators. 144Limitations of the Study 146Future Research Directions 147Concluding Remarks 149References 151Appendixes 175 zh_TW dc.format.extent 4670456 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103551505 en_US dc.subject (關鍵詞) 整合技術的學科教學知識 zh_TW dc.subject (關鍵詞) 科技運用 zh_TW dc.subject (關鍵詞) 語言教師認知 zh_TW dc.subject (關鍵詞) 教學意圖 zh_TW dc.subject (關鍵詞) TPACK en_US dc.subject (關鍵詞) technology use en_US dc.subject (關鍵詞) language teacher cognition en_US dc.subject (關鍵詞) intentionality en_US dc.title (題名) 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 zh_TW dc.title (題名) Deepening the Understanding of TPACK in Action: A Study on Language Teacher Cognition and Use of Technology en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) AACTE Committee on Innovation and Technology (Eds.) 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