Keywords
TPACK framework
Learning motivation
English learning
Submitted : 2024-07-18
Accepted : 2024-08-02
Published : 2024-08-17
Abstract
This paper explores the impact of industry-education integration on students’ motivation in college English courses under the TPACK (Technological Pedagogical Content Knowledge) framework using a comprehensive approach combining quantitative and qualitative methods. Quantitative data analysis indicates a significant positive correlation between the perception of industry-education integration and the level of student learning motivation. There is also a clear association between the perception scores of TPACK framework integration and learning motivation. Qualitative data analysis reveals students’ positive experiences and recognition of the TPACK framework integration in practical application projects. The study concludes that industry-education integration and the TPACK framework play a crucial role in enhancing students’ learning motivation. It suggests optimizing teaching practices through faculty training, designing practical application projects, and promoting student interaction. This comprehensive analysis provides substantial guidance for the future development of English courses.
References
Koehler MJ, Mishra P, 2006, Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6): 1017–1054.
Yu L, Wang W, 2018, The Impact of Multimedia Technology on Vocational Education. Modern Educational Technology, 2018(28): 65–68.
Voogt J, McKenney S, 2017, TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy? Teaching and Teacher Education, 2017(67): 372–387.
Darling-Hammond L, 2017, Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education,40(3): 291–309.
Mishra P, Koehler MJ, 2009, Too Cool for School? No Way! Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too. Learning & Leading with Technology, 36(7): 14–18.
Niess ML, van Zee EH, Gillow-Wiles H, 2010, Knowledge Growth in Teaching Science with Technology: Moving from PCK to TPACK through Professional Development. Journal of Science Education and Technology, 19(6): 553–564.
Scherer R, Tondeur J, Siddiq F, et al., 2019, The Importance of Attitudes Towards Technology, Competence, and Teaching in Predicting Preservice Teachers’ Intentions to Use ICT. Computers & Education, 2019(128): 29–41.
Liu SH, Chen CC, Lin CC, 2018, A Review of Empirical Studies on TPACK: Insights for Future Research. Journal of Educational Technology & Society, 21(1): 280–293.
Harris J, Hofer M, 2011, Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43(3): 211–229.
Wang W, Zhou M, Liu H, 2024, Application and Research of the TPACK Theory in University Teacher Education. Theory and Practice of Education, (39): 89–94.
Chen B, Wang Z, Zhang R, 2019, TPACK Model and the Development of Educational Technology Competence for Vocational School Teachers. Modern Vocational Education, 2019(36): 23–26.
Liu C, Yang H, 2016, Application Research of the TPACK Theory in Information-Based Education for Primary and Secondary School Teachers. Education Modernization, 2016(33): 45–49.