ABSTRACT

Wise technology integration is not simply a matter of selecting to use, but a matter of how to effectively use technology in context within the curriculum. Technology integration cognition should thus be thought of as pedagogical design thinking that involves critically examining the affordances of learning technologies and then strategically applying them to teach particular subject matter ideas within a specific classroom context. To better describe such teacher cognition concerning technology integration, this study proposes TPACK-L, an expanded framework for teachers’ technology integration knowledge, by adding the principles of learning theory to the existing TPACK framework, and delineates what this pedagogical design thinking looks like in the context of a specially designed card game, CARD-tamen™. This study also addresses the issue of how to measure technology cognition in-the-moment during card play. Situated cognition served as the framework to assess using card gameplay in context.

摘要

明智的技术集成不仅仅是选择使用的问题，而是如何在课程的上下文中有效地使用技术的问题。因此，技术整合认知应被视为教学设计思维，包括批判性地检查学习技术的可供性，然后战略性地应用它们在特定的课堂环境中教授特定的主题思想。为了更好地描述这种教师对技术整合的认知，本研究通过在现有的 TPACK 框架中加入学习理论的原则，提出了教师技术整合知识的扩展框架 TPACK-L，并描绘了这种教学设计思维在特别设计的纸牌游戏CARD-tamen™ 的背景. 这项研究还解决了如何在纸牌游戏中测量即时技术认知的问题。情境认知作为评估在情境中使用纸牌游戏的框架。