Using the TPACK Framework and the Johari Self-Perception Window as Empirical Scaffolds for Student Digital Proximity Perceptions in AI Teaching and Learning Instructional Spaces

Autor/in	Blankenship, Rebecca J.
Titel	Using the TPACK Framework and the Johari Self-Perception Window as Empirical Scaffolds for Student Digital Proximity Perceptions in AI Teaching and Learning Instructional Spaces
Quelle	In: Distance Learning, 20 (2023) 1, S.37-52 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-4712
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Self Concept; Scaffolding (Teaching Technique); Student Attitudes; Proximity; Artificial Intelligence; Teaching Methods; Technology Uses in Education; Computer Simulation; Instructional Development; Best Practices; Models + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Selbstkonzept; Schülerverhalten; Lebensnähe; Künstliche Intelligenz; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Teaching improvement; Unterrichtsentwicklung; Analogiemodell
Abstract	The use of existing and emerging technologies in teaching modalities and learning spaces provides the opportunity to present subject-area content using devices, programs, and modalities in more authentic ways that promote higher order thinking and promote long-term concept retention. In the last decade, advances in artificial intelligence (AI) have resulted in the development of augmented, mixed, and virtual reality programs that enable end-users to interact with content in third and fourth dimensional interactive spaces that in many instances is meant to mimic human-to-human interactions. The transformation beyond traditional human-to-human teaching and learning has resulted in unforeseen digital side effects such as semantic cognitive disconnect between traditional teaching and learning as reimagined in digital environments, which can negatively impact desired student learning outcomes (SLOs). This article presents an empirical primer using the Technological, Pedagogical, and Content Knowledge (TPACK, Mishra & Koehler, 2006) and the Johari Self-Perception Window (Luft & Ingham, 1955) as contextualized within Vygotskian (1978) object/other to self-regulation cognitive progression through the zone of proximal development (ZPD) as theorized in sociocultural theory (SCT) to explicate a student's digital positionality and proximal perceptions when traditional teaching and learning is reimagined using AI-driven platforms. The importance of aligning such frameworks when planning instruction is particularly relevant for teachers when conceptualizing courses and SLOs that include the use of existing and emerging technologies to introduce and evaluate subject-specific content. The authors include ten best practice suggestions that align with the proposed models. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01