Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach

In-service teachers' professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowl...

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Vydané v:Interactive learning environments Ročník ahead-of-print; číslo ahead-of-print; s. 1 - 20
Hlavní autori: Hu, Chih-Chien, Yeh, Hui-Chin, Chen, Nian-Shing
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 01.12.2023
Taylor & Francis Ltd
Predmet:
21st century abilities
21st Century Skills
Actuators
Attitudes
Computer Attitudes
Computer programming
Elementary School Teachers
Faculty Development
Foreign Countries
Influence of Technology
Instructional Design
Interdisciplinary Approach
interdisciplinary projects
Internet
Learning
Learning Activities
Learning Processes
Pedagogical Content Knowledge
Professional development
Robotics
Robots
Teacher education
teacher professional development
Teachers
Technological Literacy
technological pedagogical content knowledge
technology in education
Technology Integration
Training
Taiwan
ISSN:1049-4820, 1744-5191
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Popis
Shrnutí:In-service teachers' professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks depicting teachers' competences for effectively teaching with technology. The TPACK Support-Stimulate-Seek model (3S-TPACK) was used to design training programs with learning activities using robots, IoT-based sensors, actuators, tablets, and computer programming tools. The results show that the training programs designed by adapting the 3S-TPACK model not only can improve the teachers' learning outcomes but also can support positive attitudes toward adopting robots and IoT technologies in the teaching and learning process.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2021.2019058