Browsing by Subject "TPACK"
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ItemEvaluating Chinese K-12 CFL/CSL teachers' readiness toward interactive reading platformsPurpose: This paper aims to investigate in-service Chinese teachers' perception of TPACK and readiness for integrating Interactive Reading Platforms when teaching Chinese as a foreign language (CFL) or as a second language (CSL) at K-12 and to determine the effect of TPACK on teachers’ readiness for technology integration. Research design, data and methodology: The research is quantitative in nature, using questionnaires and survey to collect data from samples. 226 teachers responded to the online questionnaires which was based on TPACK model and contained 43 items in total after adjustment for item validation and reliability. The variables were content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and teacher readiness (TR). Results: Descriptive statistics showed overall high competency and readiness for technology integration, but participants were least confident about TK. Multiple linear regression supported the hypothesis that TPACK could affect TR statistically significantly. TPK had the greatest impact on TR; PK second; TCK third, CK had negative effect on TR. The remaining TK and PCK showed no influence. Conclusions: More study is suggested to investigate the effect of TK and CK on TR. Recommendations and suggestions for future research have been provided.
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ItemA model of digital piano training system to improve the comprehensive performance of pre-school education major sudents: a case study at a public university in Hunan, ChinaThe purpose of this study is to improve the digital piano comprehensive teaching level of students majoring in preschool education in Hunan province, China. This is a mixed method research, which includes both qualitative and quantitative data. The researcher conducted semi-structureinterviews with 8 digital piano group teachers, it is concluded that the digital piano group teachers seldom use the complete teaching system and effective technology to integrate into the actual teaching activities. The researcher then utilized the TPACKframework, to selected Piano Performance Skills, Digital Piano Teaching level and Basic Music theory as Training and evaluation to construct a Digital Piano Training System (DPTS). The DPTS system was tested at a public university in Hunan province that offers a digital piano course and has 360 pre-school students, 30 students were selected and given a one-month. After comparing pre and posttest, the results revealed that after receiving the DPTS training system, students have significantly improved in three aspects: Piano Performance Skills, Digital Piano Teaching level and Basic Music theory. Therefore, it was concluded and confirmed that the DPTS was the effective teaching tools in piano teaching for preschool education major students. As the result, theinstitutions should consider implementing DPTS as one of the piano teaching strategies.