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首页> 外文期刊>Computers & education >Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology
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Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology

机译：利用YouTube提供的服务：技术功能的教学知识和心理模型在技术课程计划中的作用

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摘要

Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher's mental model of the tool's affordances. First we elaborate the theoretical integration of the notion of mental models and the Technological Pedagogical Content Knowledge (TPCK) framework. Then we report on a study where we investigated pedagogical knowledge in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect lesson plans for instructional use of this technology. We describe the active mental models of YouTube and present quantitative analyses suggesting mental models as mediators for the influence of pedagogical knowledge on participants' lesson planning. Results are discussed with regard to theoretical and research implications.
机译：基于Web的数字视频工具使学习者能够以建设性的方式访问视频源。为了利用这些能力，教师需要将其技术知识与有关教学的专业知识相结合。我们建议这是一个认知过程，与教师对工具负担能力的心理模型密切相关。首先，我们详细阐述了心理模型概念与技术教学内容知识（TPCK）框架的理论整合。然后，我们报告了一项研究，在该研究中，我们对德国职前教师样本中的教学知识进行了调查，以预测他们的YouTube心理模型，以及它们如何影响该技术的教学计划。我们描述了YouTube上活跃的心理模型，并提出了定量分析，这些心理模型建议将心理模型作为教育者对学员课程设计的影响的中介。讨论了有关理论和研究意义的结果。

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