Teacher Development in Robot and IoT Knowledge, Skills, and Attitudes with the Use of the TPACK-Based Support-Stimulate-Seek Approach

Autor/inn/en	Hu, Chih-Chien; Yeh, Hui-Chin; Chen, Nian-Shing
Titel	Teacher Development in Robot and IoT Knowledge, Skills, and Attitudes with the Use of the TPACK-Based Support-Stimulate-Seek Approach
Quelle	In: Interactive Learning Environments, 31 (2023) 9, S.5811-5830 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeh, Hui-Chin) ORCID (Chen, Nian-Shing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.2019058
Schlagwörter	Foreign Countries; Elementary School Teachers; Technological Literacy; Pedagogical Content Knowledge; Robotics; Internet; Computer Attitudes; Interdisciplinary Approach; Faculty Development; 21st Century Skills; Learning Activities; Technology Integration; Instructional Design; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Pädagogische Kompetenz; Robotertechnik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	In-service teachers' professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks depicting teachers' competences for effectively teaching with technology. The TPACK Support-Stimulate-Seek model (3S-TPACK) was used to design training programs with learning activities using robots, IoT-based sensors, actuators, tablets, and computer programming tools. The results show that the training programs designed by adapting the 3S-TPACK model not only can improve the teachers' learning outcomes but also can support positive attitudes toward adopting robots and IoT technologies in the teaching and learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01