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首页> 外文期刊>Journal of Research on Technology in Education >A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships Among Attitudes, Subjective Norms, Perceived Behavioral Controls, Motivation, and Technological, Pedagogical, and Content Knowledge (TPACK) Competencies
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A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships Among Attitudes, Subjective Norms, Perceived Behavioral Controls, Motivation, and Technological, Pedagogical, and Content Knowledge (TPACK) Competencies

机译：千禧级职前教师的技术集成教育（TIE）模型：探讨态度，主观规范，感知的行为控制，动机与技术，教学法和内容知识（TPACK）能力之间的典范相关关系

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摘要

Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986, 1987). Canonical correlation analysis (CCA) was used to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014). Based on the patterns of cross-loading correlations, this study found that there were limited correlational relationships between the set of independent variables and the set of dependent TPACK variables. For this pilot study, the sample consisted of 90 elementary education majors and 51 secondary education majors.
机译：智力商品可以遵循与实物商品相同的模式，其产品生命周期包括出生，成长，成熟和衰落。为了技术，教学法和内容知识（TPACK）的知识优势，它的诞生始于舒尔曼（Shulman）（1986，1987）。典范相关分析（CCA）用于测试Holland和Piper（2014）开发的技术集成教育（TIE）模型中的12个构架中的5个构架之间的关系。基于交叉加载相关性的模式，该研究发现独立变量集与因变量TPACK变量集之间的关联关系有限。对于该初步研究，样本包括90个基础教育专业和51个中学教育专业。

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