Please use this identifier to cite or link to this item:
|Title:||Pedagogy*technology: A two-dimensional model for teachers' ICT integration|
Lin, Janet Mei-Chuen
|Abstract:||This paper presents a two-dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher-student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT-based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT-based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration.|
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.