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Technological, pedagogical and content knowledge in one-to-one classroom: teachers developing 'digital wisdom'

机译：一对一教室的技术，教学和内容知识：教师发展“数字智慧”

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One-to-one (1X1) laptop initiatives become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century skills. This paper reports a qualitative investigation of all 7th graders and their 15 teachers in a junior high-school in Northern Israel gradually implementing 1X1 model. The research was conducted during a second year of 1X1 implementation at the school level, which was a first year of teaching and learning with laptops for all study participants. The study triangulates non-participant lessons' observations and semi-structured interviews with 15 teachers. The data were collected twice: at the beginning and toward the end of the 2011-2012 academic year - in total, 30 observations and 30 interviews were conducted. The results were examined through phenomenological research techniques and discussed in terms of the technological, pedagogical and content knowledge (TPACK) and "digital wisdom" approaches. The teachers showed significant increase of technological knowledge. However, only moderate connections between technology and pedagogy as well as between technology and content were found. Some of the teachers functioned as moderators, scaffolding students and supporting their individual or collaborative learning. However, many teachers struggled with effective management of 1X1 classroom. Neither conjunction of teacher TPACK nor facilitation of student digital skills was observed. The paper suggests an overlap of the TPACK framework and the digital wisdom approach and provides implications for curriculum developers and educational policy-makers.
机译：一对一（1X1）笔记本电脑计划在学校中变得越来越普遍，其目的是增强积极学习并帮助学生发展二十一世纪的技能。本文报告了对以色列北部北部一所初中的所有7年级学生及其15位教师的定性调查，逐步实施1X1模式。这项研究是在学校一级实施1X1的第二年进行的，这是第一年为所有研究参与者提供笔记本电脑的教学。该研究对非参与者课程的观察和对15位教师的半结构化访谈进行了三角划分。数据收集了两次：在2011-2012学年的开始和结束时-总共进行了30次观察和30次访谈。通过现象学研究技术检查了结果，并就技术，教学和内容知识（TPACK）和“数字智慧”方法进行了讨论。教师的技术知识显着增加。但是，仅发现技术与教学法之间以及技术与内容之间存在适度的联系。一些老师充当主持人，搭建学生支架并支持他们的个人或协作学习。但是，许多教师在有效管理1X1教室方面遇到了困难。没有观察到教师TPACK的结合或学生数字技能的促进。该论文提出了TPACK框架和数字智慧方法的重叠，并为课程开发者和教育政策制定者提供了启示。

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