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首页> 外文会议>International conference on computers and their applications >An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study
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An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study

机译：中学课堂教师对Web 2.0技术集成的考试：现象学研究

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Web 2.0 tools may be able to close the digital gap between teachers and students if teachers can integrate the tools and change their pedagogy. The TPACK framework has outlined the elements needed to effect change, and research on Web 2.0 tools shows its potential as a change agent, but little research has looked at how the two interrelate. Using a rigorous phenomenological research methodology, the "lived experiences" of seven teachers successfully adapting pedagogy with Web 2.0 tools were examined giving an in-depth qualitative analysis of how and why teachers integrate Web 2.0 to change pedagogy. The research validated the use of TPACK as a framework as well as the use of phenomenological research methodology in researching about educational technology.
机译：如果教师可以集成工具并改变其教学方法，则Web 2.0工具可能能够弥合教师与学生之间的数字鸿沟。 TPACK框架概述了实现变更所需的要素，并且对Web 2.0工具的研究显示了其作为变更代理的潜力，但很少有研究探讨二者之间的相互关系。使用严格的现象学研究方法，对成功使用Web 2.0工具适应教学法的七名教师的“实际经验”进行了研究，从而对教师如何以及为何集成Web 2.0来改变教学法进行了深入的定性分析。该研究证实了在教育技术研究中使用TPACK作为框架以及使用现象学研究方法。

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