Results 261 to 270 of about 181,121 (287)

Applications, Challenges, and Prospects of Generative Artificial Intelligence Empowering Medical Education: Scoping Review.

JMIR Med Educ
Lin Y, Luo Z, Ye Z, Zhong N, Zhao L, Zhang L, Li X, Chen Z, Chen Y.   +8 more
europepmc   +1 more source

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테크놀로지 교수내용지식 (TPACK: Technological Pedagogical and Content Knowledge)

2023
본 챕터는 TPACK을 개념적으로 이해하고자 하는 독자들을 대상으로 크게 (1) TPACK 개념 이해하기, (2) TPACK 연구동향 이해하기, (3) TPACK 연구의 주요 쟁점 이해하기의 세 부분으로 구성 되었습니다. 먼저 TPACK 개념 이해하기에서는 TPACK 개념의 역사적 배경 및 TPACK의 이론적 구성 요소들을 소개합니다. 다음으로 TPACK 연구동향 이해하기에서는 TPACK 연구를 크게 양적 연구와 질적 연구로 나누어서 주요 연구동향을 소개하고자 합니다.
Hyo-Jeong So, Ji-Eun Choi, Chohui Lee, Yein Kim   +3 more
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Visiting Technological Pedagogical and Content Knowledge (TPACK)

2017
The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development.
Chien Yu, Dana Pomykal Franz
openaire   +1 more source

Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types

Journal of Research on Technology in Education, 2009
AbstractIn this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context.
Judith Harris, Punya Mishra, Matthew Koehler   +2 more
openaire   +1 more source

Teachers’ Content, Pedagogical, and Technological Knowledge, and the Use of Technology in Teaching Pronunciation

Journal of Psycholinguistic Research, 2023
This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers' majors, experience, and technology competence with using technology in teaching English ...
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Internet Technological, Pedagogical, and Content Knowledge (iTPACK)

2013
This case study focuses on using the Internet Technological, Pedagogical, and Content Knowledge (iTPACK) as a theoretical framework for mobile learning. First, the study examined iTPACK from two perspectives, synchronous and asynchronous, and discussed how both perspectives could be used individually or integrated to support a blended learning approach
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Technological Pedagogical Content Knowledge (TPACK) and Neuroscience for Pedagogical Content Knowledge (PCK)

Teaching is a complicated task that requires an interweaving of many kinds of specialized knowledge. It is ill structured that needs teachers to apply complex knowledge. Effective teaching requires teachers to have integrated knowledge from different domains including technology and the brain.
Lorna Uden, Fauziah Sulaiman
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Knowledge Building Pedagogy and Teachers’ Technological Pedagogical Content Knowledge

2014
A productive and engaging discourse is central to knowledge building (KB). What kind of pedagogical design would be necessary to facilitate sustained student engagement in deepening discourse that would result in their learning of key concepts as stipulated in the science curriculum and in productive knowledge building to tackle authentic problems?
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The Acquisition of Musical Technological Pedagogical and Content Knowledge

Journal of Music Teacher Education, 2012
Technological pedagogical and content knowledge (TPACK) is a conceptual framework for the teacher knowledge necessary to effectively integrate technology into teaching and learning. The purposes of this study were to (a) develop and administer an instrument to measure music educators’ TPACK, (b) examine how music teachers acquire their TPACK, and (c ...
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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Journal of Research on Technology in Education, 2015
AbstractContext is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of
Joshua M. Rosenberg, Matthew J. Koehler
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