Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-29编辑:lgg点击率:4291
论文字数:36400论文编号:org201405281416239045语种:英语 English地区:中国价格:$ 66
摘要:Although all the teachers know the appropriate use of technology can strengthen teaching and learning,the extent to effectively integrate technology in the classroom is still limited. A major reason for thatunfavorable state may be found in the fact that teachers lack sophisticated knowledge to support effectivetechnology integration.
Chapter One Introduction
1.1 Research Background of the Study
People all think that once the tools are provided, the teachers will automatically use them effectively(Keengwe, J., 2007). However, the public and educators have realized that enough technology does notnecessarily mean improved Educational attainment. If the technologies were not used or they were notadopted effectively by teachers, the technology would become useless or even stumbling to teaching. Thesuccess of new technologies in the classroom depends in large part on the teachers’ ability to apply themmeaningfully, especially in the language classroom where the technology supports not only deliver contentbut also deliver the building of skills (Reinders, H., 2009). So the development of the technology andmodern educational theory also raises new requirements for teachers’ professional development abouttechnology -- technology integration. The integration of technology in teachers’ education programincluded two areas: teacher development and beliefs (Song, Hannafin, and Hill, 2007) and TechnologicalPedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006).The International Society for Technology in Education (ISTE) (2008) also suggested that school teachers shouldhave three areas of capacity when it comes to using technology: (1) basic knowledge of operations and concepts inusing technology (2) knowledge of using technology for personal or professional development (3) knowledge oftechnology in teaching (Jang, S. J. & Tsai, M. F, 2012, p327).Koehler and Mishra argued that the development of TPCK by teachers is critical to effective teachingwith technology. That is, applying technology to teaching requires teachers not only have sufficientknowledge of the specific subjects, but also have enough knowledge about how to integrate technology andsubject perfectly to maximize teaching effectiveness and efficiency. The teacher must be equipped with theappropriate knowledge about technology integration.
…………
1.2 Significance of the Study
Although all the teachers know the appropriate use of technology can strengthen teaching and learning,the extent to effectively integrate technology in the classroom is still limited. A major reason for thatunfavorable state may be found in the fact that teachers lack sophisticated knowledge to support effectivetechnology integration. That is why many teachers feel they are not well prepared to integrate technologyinto teaching. This is not only the problem of preservice teachers. Some experienced teachers, unless theyare intrinsically interested in a technology or already have identified a problem of practice, may not bewilling to or able to spend additional time to determine ways to use the technology (Hughes, 2004). TPACK,an interactive knowledge of technology, pedagogy, content as well as the learners and learning environmentcould be used as the scaffold for teachers’ technology integration. This thesis stirs the in-service teachers’cognitive conflict between old knowledge of content, pedagogy and technology and new knowledge ofPCK, TCK, TPK, and TPACK in their mind, finally causes their attention to the integration of content,pedagogy and technology, thus develop their internal knowledge according to TPACK framework.And studies on the teachers’ self-efficacy about technology integration could reflect the c本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。