| dc.contributor | 教育系 | |
| dc.creator (作者) | 洪煌堯 | zh_TW |
| dc.creator (作者) | Koh, Joyce Hwee Ling Chai, Ching Sing;Benjamin, Wong;Hong, Huang-Yao | |
| dc.date (日期) | 2015-09 | |
| dc.date.accessioned | 10-十一月-2015 16:38:38 (UTC+8) | - |
| dc.date.available | 10-十一月-2015 16:38:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 10-十一月-2015 16:38:38 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/79389 | - |
| dc.description.abstract (摘要) | This conceptual paper argues that to develop students’ twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual framework articulating various TPACK considerations and how these various forms of TPACK can be used as epistemic resources to support design thinking for developing ICT-integrated lessons targeted at twenty first century learning. This framework provides an initial vocabulary for describing how teachers create TPACK through design, which is a critical gap in extant TPACK research. Implications for teachers’ design of ICT-integrated lessons as well as future directions of research are discussed. | |
| dc.format.extent | 812937 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Asia-Pacific Education Researcher, Vol.24, No.3, pp.535-543 | |
| dc.title (題名) | Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning | |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1007/s40299-015-0237-2 | |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1007/s40299-015-0237-2 | en_US |
