Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/42481
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dc.contributor國立臺灣師範大學科學教育研究所zh_tw
dc.contributor.authorChien, Y. T.en_US
dc.contributor.authorChang, C. Y.en_US
dc.contributor.authorYeh, T. K.en_US
dc.contributor.authorChang, K. E.en_US
dc.date.accessioned2014-12-02T06:41:54Z-
dc.date.available2014-12-02T06:41:54Z-
dc.date.issued2012-05-01zh_TW
dc.identifierntnulib_tp_C0701_01_090zh_TW
dc.identifier.issn0742-051Xzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42481-
dc.description.abstractThis paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.en_US
dc.description.urihttp://ac.els-cdn.com/S0742051X11001570/1-s2.0-S0742051X11001570-main.pdf?_tid=8cde3224-9e97-11e3-afc7-00000aacb35f&acdnat=1393386129_b249a9b71ab29e17ad7e4eef5a238f21zh_TW
dc.languageen_USzh_TW
dc.publisherElsevieren_US
dc.relationTeaching and Teacher Education, 28(4), 578-588.en_US
dc.relation.urihttp://dx.doi.org/10.1016/j.tate.2011.12.005zh_TW
dc.subject.otherTechnology integrationen_US
dc.subject.otherTeacher educationen_US
dc.subject.otherTeacher preparationen_US
dc.subject.otherInstructional designen_US
dc.titleEngaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE frameworken_US
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