Browse > Article
http://dx.doi.org/10.5762/KAIS.2020.21.6.196

An Analysis of Teachers' TPACK on Robotics in Education  

Shin, Won Sug (Department of Korean Language Education, Incheon National University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.21, no.6, 2020 , pp. 196-203 More about this Journal
Abstract
Robotics has been increasing its role among factors affecting teachers' technological, pedagogical, and content knowledge(TPACK) in education. This paper reviews these factors and analyses each to identify those most influential: teachers' individual (gender, teaching experiences), professional development(PD) for technology integration, psycho-philosophical characteristics (attitude toward technology integration, constructive belief), and school characteristics.Those having the most significant influence on teachers' TPACK of robotics were PD for technology integration from individual characteristics, attitudes toward technology integration, educational belief from psycho-philosophical characteristics, and schools' atmosphere and support from school characteristics.Thisreview confirmed that PD for technology integration and school atmosphere are the two most influential factors among all factors considered. Practical implications on precautions for effective integration of robotics in education were identified.
Keywords
Robotics in Education; Robot-based Teaching; Technology Integration; Teaching with Technology; TPACK;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 P. Ertmer, "Addressing first- and second-order barriers to change: Strategies for technology integration", Educational Technology Research and Development, Vol, 47, No. 4, pp. 47-61. Dec. 1999. DOI: https://doi.org/10.1007/BF02299597   DOI
2 I. Han, S. Y. Byun, W. S. Shin, "A comparative study of factors associated with technology-enabled learning between the United States and South Korea", Educational Technology Research and Development, Vol. 66, No. 5, pp. 1303-1320. Feb 2016. DOI: https://doi.org/10.1007/s11423-018-9612-z
3 Won Sug Shin, "Exploring factors influencing teachers' change of role since integrating technology in a classroom", Journal of Educational Technology, Vol. 27, No. 3, pp. 625-652, Sep. 2011.   DOI
4 Hyo-Jae Ahn, Chul-Hyun Lee, "A Educational Needs Analysis of Elementary School Teachers for Education Using by Robot", Journal of Korean Practical Arts Education, Vol. 27, No. 3, Sep. 2014, pp. 205-224.
5 Kim, C., Kim, M.K., Lee, C., Spector, J.M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. DOI: https://doi.org/10.1016/j.tate.2012.08.005   DOI
6 Won sug Shin, "Teachers' use of technology and its influencing factors in Korean elementary schools", Technology, Pedagogy and Education, Vol. 24, No. 4, pp. 461-476, Oct. 2015. DOI: https://doi.org/10.1080/1475939X.2014.915229   DOI
7 Seong-Won Kim, Youngjun Lee, "The Effects of Robot Programming on the Attitudes toward Robot of Pre-service Teachers'", The Journal of Korean Association of Computer Education, Vo. 19, No. 6, pp. 91-103, Nov. 2016.   DOI
8 J. Brinkerhoff, "Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices", Journal of Research on Technology in Education, Vol. 39, No. 1, pp. 22-43, Feb 2014. DOI: https://doi.org/10.1080/15391523.2006.10782471   DOI
9 S. L. Woolley, W. J. J. Benjamin, A. W. Woolley, "Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning", Educational and Psychological Measurement, Vol. 64, No. 2, pp. 319-331, Apr. 2014. DOI: https://doi.org/10.1177/0013164403261189   DOI
10 G. Chen, J. Shen, L. Barth-Cohen, S. Jiang, X. Huang, X., M. Eltoukhy, "Assessing elementary students' computational thinking in everyday reasoning and robotics programming", Computers & Education, Vol. 109, pp. 162-175, June 2017. DOI: https://doi.org/10.1016/j.compedu.2017.03.001   DOI
11 Pyungjun Yoo, "Comparison of perceptions of robot-based instruction between school teachers and students", The Journal of Educational Information and Media, Vol 16, No 4, pp. 631-653, Dec. 2010.
12 Inkee Jung, "Study on the preliminary teachers' perception for the development of curriculum of the robot-based software education in the universities of education", Journal of The Korean Association of Information Education, Vol. 21, No. 3, pp. 277-284, June 2017.   DOI
13 Jyung-Hyun Jim, "An analysis of teachers' perception and the status of robot based education", The Journal of Educational Research, Vol. 13, No. 1, pp. 69-91, Mar. 2015.   DOI
14 A. Freeman, S. A. Becker, M. Cummins, NMC/CoSN horizon report: 2017 K, p. 64, The New Media Consortium, 2017, pp. 42-43. Available from : https://www.learntechlib.org/p/182003/ (Accessed Feb. 28, 2020)
15 Ki-Cheon Hong, Jae-Kuk Shim, "A study of STEAM education for elementary science subject with robots", Journal of The Korean Association of Information Education, Vol. 17, No. 1, pp. 83-91, Mar. 2013.
16 Hwa-Sug Lee, Jeong-Hye Han, Mi-Heon Jo, "Effect analysis of learning nwith a robot for improving creativitiy in the regular curriculum of elementary school", The Journal of Child Education, Vol. 22, No. 2, pp. 19-35, Apr. 2013.
17 A. Khanlari, "Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula", European Journal of Engineering Education, Vol. 41, No. 3, pp. 320-330. June June 2015. DOI: https://doi.org/10.1080/03043797.2015.1056106   DOI
18 Seong-Won Kim, Youngjun Lee, "Development of project-based robot education program for enhancing interest toward robots and computational thinking of elementary school students", Journal of The Korea Society of Computer and Information, Vol. 24 No. 1, pp. 247-255, January 2019. DOI: https://doi.org/10.9708/jksci.2019.24.01.247   DOI
19 M. J. Koehler, P, Mishra, "What Is Technological Pedagogical Content Knowledge?", Contemporary Issues in Technology and Teacher Education, Vol, 9, No.1, pp. 60-70.
20 Won sug Shin, Insook Han, Mi-Ri Eom, "Influence of Technology Integration Course on Preservice Teachers' Technological Pedagogical and Content Knowledge (TPACK)", Journal of The Korean Association of information Education, Vol. 16, No. 1, pp. 71-80, Mar. 2012.
21 P. Mishra, M. J. Koehler, "Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge", Teachers College Record, Vol. 108, No. 6, pp. 1017-1054, June 2006.   DOI
22 Y. Baek, J. Jung, B. Kim, "What makes teachers use of technology in the cla ssroom? Exploring the factors affecting facilitation of technology with a Korean sample", Computers & Education, Vol. 50, No. 1, pp. 224-234. DOI: https://doi.org/10.1016/j.compedu.2006.05.002   DOI
23 D. A. Schmidt, E. Baran, A. D. Thompson, P. Mishra, M. J. Koehler, T. S. Shin, "Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers", Journal of Research on Technology in Education, Vol 42, No. 2, pp. 123-149, Feb. 2014. DOI: https://doi.org/10.1080/15391523.2009.10782544   DOI
24 Yong Ju Jung, Kyungwha Cho, Won Sug Shin, "Revisiting critical factors on teachers' technology integration: the differences between elementary and secondary teachers", Asia Pacific Journal of Education, Vol. 39, No. 4, pp. 548-561, Dec..2019. DOI: https://doi.org/10.1080/02188791.2019.1620683   DOI
25 S. Hsu & P. Y. Kuan, "The impact of multilevel factors on technology integration: The case of Taiwanese grade 1-9 teachers and schools", Educational Technology Res earch and Development, Vol. 61, No. 1, pp. 25-50. Feb. 2013. DOI: https://doi.org/10.1007/s11423-012-9269-y   DOI