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Chapter Two Literature Review

2.1 Introduction of TPACK Framework

TPACK framework, which stands for Technological Pedagogical Content Knowledge, was proposed by American scholars Koehler and Mishra in 2005 which was based on Shulman’s PCK. Since 2005, scholars at home and abroad have made a great deal of theoretical and practical research on the TPACK framework. By the research, it is agreed that the study of TPACK will help improve teachers’ ability to master and use information technology. The TPACK competency of teachers is an essential competency for future teachers. 

The TPACK framework is comprised of three main elements, namely, content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). And four composite elements are integrated, which are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), then formed technological pedagogical content knowledge (TPACK). 

2.2 Previous Studies on TPACK Framework Abroad and at Home

The TPACK framework, which originated in 2005, has played a significant role in the field of education. Through reading the relevant literature, the author briefly reviews the current research status of TPACK framework at home and abroad. 

2.2.1 Previous Studies on TPACK Framework Abroad

Shulman (1986) first proposes the framework of Pedagogical Content Knowledge (PCK), which was intended to address issues related to teaching and learning. The framework consists of three aspects: the role of teachers in teaching; how teachers use the materials and how students learn the content. The framework is widely used to explain the teaching process, teaching methods, and other theoretical research areas. While PCK can effectively combine content and pedagogical knowledge, a clear explanation of the relationship between technology and content, pedagogy and learners are not provided by the framework. 

Mishra and Koehler (2005) extend PCK to TPACK, which provided a robust vehicle for research and understanding of teachers’ perceptions of technology pedagogical competencies during teaching and learning and a new direction for the development of a coherent theoretical and conceptual framework for technology integration. 

Chapter Three Theoretical Foundation ......................... 15

3.1 Constructivist Learning Theory ........................... 15

3.2 Humanistic Learning Theory ................................ 17

Chapter Four Research Design ............................. 19

4.1 Research Hypotheses ............................... 19

4.2 Research Subjects ........................... 19

Chapter Five Results and Discussion ..................................... 35

5.1 Results and Discussion of the Tests of EC and CC ........................ 35

5.1.1 Results and Discussion of the Pre-test of EC and CC ....................................... 35

5.1.2 Results and Discussion of the Post-test between EC and CC ...............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。