The Study Of Intelligent Technological Pedagogical Content Knowledge: Ⅰ-TPACK

Intelligent education and educational informatization are important parts of China’s national strategies.The rapid progress of artificial intelligence technology promotes the deep reform of education.The deep integration of artificial intelligence and educational practice brings new variables to teachers’ professional development.Under the background of artificial intelligence era,what kind of literacy teachers should have to be competent has become an urgent question to be answered.Based on the literature review,this study constructs the theoretical framework of "Intelligent Technological Pedagogical Content Knowledge(Ⅰ-TPACK)".Also the study makes a comprehensive and systematic research on Ⅰ-TPACK from the perspectives of teacher constructs,social situations and classroom situations,using a variety of research methods.Therefore the study theoretically expand the applicability and practicality of TPACK theory in the era of artificial intelligence,and in practice,is helpful to summarize the experience and laws of intelligent teaching practice.The specific work of this study is as follows:(1)It systematically explores the theoretical origin,current situation and logical combing of the educational application of technology,intelligent educational environment and Technological Pedagogical Content Knowledge(TPACK),reflects on its theoretical evolution and practical niche in the era of artificial intelligence,discovers the internal scientific logic of the development of TPACK,thus,the theoretical framework of "Intelligent Technological Pedagogical Content Knowledge(Ⅰ-TPACK)" is constructed.(2)Based on Delphi method,factor analysis and structural equation method,this paper explores and constructs the Ⅰ-TPACK structural model in Teachers’ constructs.(3)Based on activity theory and grounded theory,Ⅰ-TPACK knowledge model in social context is summarized and integrated.(4)Based on classroom observation and data mining,this paper outlines and discusses the Ⅰ-TPACK practice model in classroom situation.The main findings of this study are as follows:(1)integrated knowledge is the "missing link" in the process of teacher specialization from novice to expert.(2)The integration model of "Intelligent Technological Pedagogical Content Knowledge(Ⅰ-TPACK)" is constructed.(3)Situational knowledge has the greatest contribution to the formation of Ⅰ-TPACK;Different from the constructs in teachers’ minds and Ⅰ-TPACK constructs in classroom practice,the composition of Ⅰ-TPACK in real social situations is more complex;In the practice of intelligent classroom,due to the lack of teachers’ knowledge of intelligent technology or the defects of human-computer interaction design of intelligent technology,intelligent technology and classroom practice are still relatively free,and the deep integration of intelligent technology and curriculum is insufficient.The innovations of this study are as follows:(1)it constructs a theoretical framework of "Intelligent Technological Pedagogical Content Knowledge(Ⅰ-TPACK)" for teachers’ professional development,and develops corresponding measurement tools,which enriches the theoretical system of teacher education to a certain extent.(2)Three large sets of intelligent education research data sets were collected,including 2269 questionnaires,1200 open reports and 80 smart classroom excellent practices.Three sets of research methods are practiced in the research,which are composed of six methods: structural equation,grounded theory and content analysis.(3)This paper constructs four models that are helpful to understand the integration of intelligent technology and subject teaching knowledge,and depicts the teacher’s practical knowledge continuum composed of teachers’ thinking,teachers’ practical knowledge in social situation and teachers’ practical knowledge in classroom situation,which provides an evaluation and reflection tool for intelligent teaching practice.