Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach

ABSTRACT

In-service teachers’ professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks depicting teachers’ competences for effectively teaching with technology. The TPACK Support-Stimulate-Seek model (3S-TPACK) was used to design training programs with learning activities using robots, IoT-based sensors, actuators, tablets, and computer programming tools. The results show that the training programs designed by adapting the 3S-TPACK model not only can improve the teachers’ learning outcomes but also can support positive attitudes toward adopting robots and IoT technologies in the teaching and learning process.

KEYWORDS:

• Teacher education
• technology in education
• technological pedagogical content knowledge
• interdisciplinary projects
• teacher professional development
• 21st century abilities

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported in part by the Ministry of Science and Technology, Taiwan under project numbers MOST 109-2511-H-224-001-MY2, MOST-109-2511-H-036-001-MY2, MOST-109-2511-H-003-053-MY3, MOST-108-2511-H-003-061-MY3. This work was financially supported by the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.

Notes on contributors

Chih-Chien Hu

Chih-Chien Hu is an Assistant Professor in the Department of Information Management, Tatung University, Taiwan. He was a researcher in the Industrial Technology Research Institute in 2009-2019. His current professional interests focus on technology enhanced learning, digital game-based learning, educational data mining, optimization technique, context-aware systems, and multi-criteria decision-making methods. His email is [email protected]

Hui-Chin Yeh

Hui-Chin Yeh is currently a Distinguished Professor & Associate Dean in the College of Humanities and Applied Sciences at National Yunlin University of Science and Technology in Taiwan. Her research interests center on computer-assisted language learning, teacher education, and EFL reading and writing. She has published many articles on these topics in the journals, such as Language Learning & Technology, Computer Assisted Language Learning, British Journal of Educational Technology, Teaching and Teacher Education, Educational Technology Research & Development, Educational Technology & Society, Australasian Journal of Educational Technology, Asia-Pacific Education Researcher, and Asia Pacific Education Review. Her email is [email protected]

Nian-Shing Chen

Nian-Shing Chen is a Chair Professor in the Institute for Research Excellence in Learning Sciences and Program of Learning Sciences, National Taiwan Normal University, Taiwan. Prof. Chen has received the national outstanding research awards three times from the National Science Council in 2008, 2011–2013 and the Ministry of Science and Technology in 2015-2017. His current research interests include assessing e-Learning course performance; online synchronous teaching & learning; mobile & ubiquitous learning; embodied cognition & game-based learning. His email is [email protected]