Unpacking Technological Pedagogical Content Knowledge for Classroom Practice: The Singapore Experience
暫譯: 解構教學科技內容知識於課堂實踐：新加坡的經驗
Lu, Colin, Chen, Wenli
相關主題
商品描述
This book immerses readers in an illuminating exploration of Technological Pedagogical Content Knowledge (TPACK) within the context of professional development for educators. Based on a systematic examination of classroom realities, this research-intensive book delves into the intricate interplay between teachers' perceived TPACK proficiency, their lesson design, and the actual enactment of these lessons. It emphasizes the role of TPACK in empowering teachers to integrate Information and Communication Technology (ICT) effectively into their pedagogical practices, thereby enhancing 21st Century Competencies (21CC) in students.
This book seeks to unravel the alignment--or potential misalignment--between educators' self-assessed TPACK levels and the practical application of TPACK principles in the classroom. It provides nuanced insights into the strategies employed by teachers, drawing from authentic classroom experiences. These insights serve as a bridge between TPACK theory and its effective integration into instructional practices. Engaging and thought-provoking, the various chapters invite readers on an academic journey that unearths practical insights and actionable strategies for enriching the educational experience in the digital era.
This book represents a vital resource for educators, researchers, and policymakers dedicated to advancing technology integration in educational settings. It also extends its benefits to educators who have engaged in TPACK design scaffold professional development and those keen on navigating the dynamic landscape of pedagogy, content, and technology.
商品描述(中文翻譯)
這本書讓讀者深入探索技術性教學內容知識（Technological Pedagogical Content Knowledge, TPACK）在教育工作者專業發展中的重要性。基於對課堂現實的系統性檢視，這本研究密集的書籍深入探討教師所感知的TPACK能力、課程設計與這些課程實際執行之間的複雜互動。它強調TPACK在幫助教師有效整合資訊與通信技術（Information and Communication Technology, ICT）進入其教學實踐中的角色，從而提升學生的21世紀能力（21st Century Competencies, 21CC）。
這本書旨在揭示教育工作者自我評估的TPACK水平與TPACK原則在課堂上實際應用之間的對齊或潛在不對齊。它提供了教師所採用策略的細緻見解，這些見解源自真實的課堂經驗。這些見解成為TPACK理論與其有效整合進教學實踐之間的橋樑。各章節引人入勝且發人深省，邀請讀者展開一段學術旅程，挖掘實用見解和可行策略，以豐富數位時代的教育體驗。
這本書是致力於推進教育環境中技術整合的教育工作者、研究人員和政策制定者的重要資源。它也為參與TPACK設計支架專業發展的教育工作者以及希望在教學、內容和技術的動態環境中導航的教育工作者提供了益處。
作者簡介
Dr. Colin LU, an educator with the Ministry of Education (MOE) Singapore, specialises in technology mediated learning environments. Holding a Doctor in Education from the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, Dr Lu has been involved in research in Technological Pedagogical Content Knowledge (TPACK), notably Information and Communications Technology (ICT) integration practice in school environs. This experience is complemented by close to 2 decades of professional experience as a school practitioner focusing on education in Singapore.
As a dedicated researcher, Dr Lu is committed to staying at the forefront of TPACK research.
Associate Professor CHEN Wenli is the Head of the Learning Sciences and Assessment (LSA) Academic Department at the National Institute of Education (NIE), Nanyang Technological University (NTU) Singapore. She specialises in Computer-Supported Collaborative Learning (CSCL) and learning analytics. Dr Chen's interdisciplinary research bridges theory and practice by integrating learning sciences theories, pedagogical expertise, educational technologies, and learning analytics to design, implement, and sustain impactful collaborative learning environments.
Dr Chen has been invited as a keynote speaker at numerous international conferences, including the prestigious International Society of the Learning Sciences Annual Meeting 2024. She has received multiple Best Paper Awards from international conferences. She was awarded the Distinguished Researcher Award by the Asia-Pacific Society for Computers in Education. Additionally, she received the "Excellence in Research Commendation" from NIE in 2022, the "Excellence in Teaching Commendation" in 2015 and 2017, and the "Nanyang Education Award" from NTU in 2016. Dr Chen serves as the founding co-editor-in-chief of the Journal of Computers in Education and the co-editor-in-chief of Learning: Research and Practice. She is also an Associate Editor for Instructional Science, Research and Practice in Technology-Enhanced Learning (SJR Tier 1), and an editorial board member for the International Journal of Computer-Supported Collaborative Learning.作者簡介(中文翻譯)
新加坡教育部（MOE）的教育工作者陸凱倫博士專注於技術媒介的學習環境。陸博士擁有新加坡南洋理工大學（NTU）國立教育學院（NIE）的教育學博士學位，並參與了技術教學內容知識（TPACK）的研究，特別是在學校環境中整合資訊與通信技術（ICT）的實踐。這段經歷加上近二十年的專業經驗，使他在新加坡的教育領域中成為一名學校實踐者。
作為一名專注的研究者，陸博士致力於在TPACK研究的前沿保持領先。
副教授陳文莉是新加坡南洋理工大學（NTU）國立教育學院（NIE）學習科學與評估（LSA）學術部門的負責人。她專注於計算機支持的協作學習（CSCL）和學習分析。陳博士的跨學科研究通過整合學習科學理論、教學專業知識、教育技術和學習分析，架起理論與實踐之間的橋樑，以設計、實施和維持有影響力的協作學習環境。
陳博士曾受邀在多個國際會議上擔任主題演講者，包括享有盛譽的2024年國際學習科學學會年會。她曾獲得多個國際會議的最佳論文獎，並獲得亞太計算機教育學會的傑出研究者獎。此外，她在2022年獲得NIE的「研究卓越表彰」，在2015年和2017年獲得「教學卓越表彰」，以及在2016年獲得NTU的「南洋教育獎」。
陳博士擔任教育中的計算機期刊的創始共同主編，以及學習：研究與實踐的共同主編。她還是教學科學、技術增強學習中的研究與實踐（SJR Tier 1）的副編輯，以及國際計算機支持的協作學習期刊的編輯委員會成員。
