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首页> 外文会议>Tomorrow's learning: involving everyone: learning with and about technologies and computing >Online Teacher Education: Transforming Teachers' Knowledge for Teaching with Digital Technologies
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Online Teacher Education: Transforming Teachers' Knowledge for Teaching with Digital Technologies

机译：在线教师教育：利用数字技术转变教师的知识以进行教学

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摘要

This case study focuses teacher education toward the design of online learning educational environments to guide in-service teachers' development of technological pedagogical content knowledge (TPACK), the knowledge for effectively integrating technologies in their classroom instruction. This study describes a researcher-designed learning trajectory instructional approach that highlights key online instructional features that guide teachers in improving and refining their TPACK. In an online Masters' degree program, the research-based learning trajectory transforms teachers' knowledge for teaching mathematics with technologies by focusing on the development of their knowledge-of-practice through "systematic inquiry about teaching" with technology that considers "learners and learning, subject matter and curriculum, and schools and schooling" [6]. The multiple case, descriptive study provides a rich description of how the features of the learning trajectory influence nine K-12 teacher participants' thinking about their own thinking with the technology for learning mathematics and their thinking about their students' thinking and understanding when learning with multiple technologies. The study concludes by proposing that teacher educators consider incorporating such a researcher-designed learning trajectory instructional approach to interweave descriptive tasks with specific pedagogical strategies in order to enhance teachers' knowledge for teaching their content with technology - their TPACK.
机译：该案例研究将教师教育的重点放在了在线学习教育环境的设计上，以指导在职教师发展技术教学内容知识（TPACK），该知识是将技术有效地整合到课堂教学中的知识。这项研究描述了研究人员设计的学习轨迹教学方法，重点介绍了关键的在线教学功能，这些功能可指导教师改进和完善他们的TPACK。在在线硕士学位课程中，基于研究的学习轨迹通过利用“考虑到学习者和学习者的技术”通过“关于教学的系统性查询”来专注于他们的实践知识的发展，从而转变了教师对使用技术进行数学教学的知识。 ，主题和课程，以及学校和学校” [6]。多案例描述性研究提供了丰富的描述，说明学习轨迹的特征如何影响九名K-12教师参与者使用学习数学技术以及他们对学生学习时的思维和理解的思考，他们对自己的思维的思考多种技术。该研究的结论是建议教师教育者考虑采用这种由研究人员设计的学习轨迹教学方法，将描述性任务与特定的教学策略交织在一起，以增强教师的知识，以技术来教他们的内容-他们的TPACK。

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