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《Modern Educational Technology》 2018-01
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The Study of Teacher's TPACK Levels and Development Strategy in Universities

XU Chun-hua;FU Gang-shan;HOU Xiao-ju;Institute of Education, Shaanxi Normal University;Colleges of Distance Learning, Zhengzhou University;Engineering Research Center for Technology Integration and Application of E-Learning, Ministry of Education;  
As the framework of teacher professional knowledge with integrated technology, the TPACK reciprocally coordinated and highly integrated the technology, subject content and teaching method. Firstly, this paper introduced the TPACK framework and its research progress, then designed a TPACK questionnaire for university teachers and analyzed the relevant data. The results showed that the university teachers' TPACK level in our country was at a moderate level and the technology-related level was low. It was also found that the demographic variables such as gender, teaching age and professional title, had different influence on the TPACK elements. TPK, PCK and TK were the key factors affecting the development of teachers' TPACK. Finally, some development strategies for domestic university teachers' TPACK level were proposed, expecting to provide reference for the TPACK development and teacher training of university teachers.
【Fund】: 2017年河南省教学改革项目“面向MOOC应用的高校教师信息化教学能力发展模型与提升路径研究”(项目编号:2017SJGLX038);; 2016年河南省社科规划项目“基于MOOC的混合式教学模式及其效果研究”(项目编号:2016BJY023);; 2015年河南省高等学校重点科研项目“网络学习空间在高校教学活动中的实证性研究”(项目编号:15A880022)的阶段性研究成果
【CateGory Index】: G434;G645.1
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