TPACK Designer Thinking 모형을 통한수능듣기와 디지털 리터러시 교육의 재구성

• 영문명: Redesigning CSAT listening and digital literacy education through the TPACK designer thinking model
• 발행기관: 한국영어교과교육학회
• 저자명: 이혜진(Hyejin Lee)
• 간행물 정보: 『영어교과교육』23권 2호, 207~231쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.05.30

영문 초록

In this pioneering research, the Technological Pedagogical and Content Knowledge (TPACK) designer thinking model is introduced by bridging the five stages of design thinking—empathize, define, ideate, prototype, and test—with the phases of theorizing, practicing, acting, contextualizing, and kicking TPACK. Envisaging pre-service English teachers as learning designers, this initiative embodies a transformative approach to revamp CSAT listening components, leveraging generative AI and other cutting-edge technologies to devise customized English learning content to address learners’ diverse needs. The analysis of TPACK-EFL surveys conducted before and after the intervention indicates significant gains in participants’ technological knowledge scores post-intervention. In particular, improvements are substantial in technology-related areas such as TK(z = -7.176, p < .001), TCK(z = -4.108, p < .001), TPK(z = -7.307, p < .001), and TPACK(z = -5.764, p < .001), demonstrating the model’s potential to enhance the pedagogical use of technology. Furthermore, the study proposes instructional strategies that could enhance digital literacy by incorporating identified CSAT listening issues into the modified CSAT listening item. These findings offer pedagogical insights and lay the groundwork for educational approaches that empower future educators to harness technology in converting high-stakes CSAT items into a dynamic and customized learning landscape.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 제언

참고문헌

키워드

테크놀로지 교수내용지식 디자인 씽킹 수능듣기 디지털 리터러시 TPACK design thinking CSAT listening digital literacy