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301.
Liu Chen-Chung Wen Cai-Ting Chang Hsin-Yi Chang Ming-Hua Lai Po-Han Fan Chiang Shih-Hsun Yang Chih-Wei Hwang Fu-Kwun 《Instructional Science》2022,50(2):303-333
Instructional Science - Virtual labs provide space for students to iteratively test, observe, and revise their understanding so as to improve their scientific literacy. However, one of the... 相似文献
302.
Chang Ching-Yi Panjaburee Patcharin Lin Hui-Chen Lai Chiu-Lin Hwang Gwo-Haur 《Educational technology research and development : ETR & D》2022,70(1):185-204
Educational technology research and development - Fostering students’ abilities to deal with practical problems is an important objective of professional training. To enable students to have... 相似文献
303.
Yi‐Fen Yeh Ying‐Shao Hsu Hsin‐Kai Wu Fu‐Kwun Hwang Tzu‐Chiang Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):707-722
Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences. 相似文献
304.
Jen Scott Curwood 《Teaching Education》2014,25(2):156-183
This year-long ethnographic case study examined high school teachers’ participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to acknowledge, expand on, and counter others’ identity claims. Moreover, technology integration may challenge teachers’ established identities or threaten their authority in the classroom. This analysis suggests that teacher educators need to value teachers’ established and emergent identities as well as create space for dialogic narratives in order to facilitate technology integration in schools. 相似文献
305.
Carla Rice Eliza Chandler Kirsty Liddiard Jen Rinaldi Elisabeth Harrison 《Gender and education》2018,30(5):663-682
Project Re?Vision uses disability arts to disrupt stereotypical understandings of disability and difference that create barriers to healthcare. In this paper, we examine how digital stories produced through Re?Vision disrupt biopedagogies by working as body-becoming pedagogies to create non-didactic possibilities for living in/with difference. We engage in meaning making about eight stories made by women and trans people living with disabilities and differences, with our interpretations guided by the following considerations: what these stories ‘teach’ about new ways of living with disability; how these stories resist neoliberalism through their production of new possibilities for living; how digital stories wrestle with representing disability in a culture in which disabled bodies are on display or hidden away; how vulnerability and receptivity become ‘conditions of possibility’ for the embodiments represented in digital stories; and how curatorial practice allows disability-identified artists to explore possibilities of ‘looking back’ at ableist gazes. 相似文献
306.