Development of Science Teachers' TPACK East Asian Practices
Science is a subject matter that requires learners to explore the world and develop their own abilities on the basis of that exploration. As technology broadens and deepens, science teachers need to expand their Technological Pedagogical Content Knowledge
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Development of Science Teachers' TPACK East Asian Practices
Development of Science Teachers’ TPACK
Ying-Shao Hsu Editor
Development of Science Teachers’ TPACK East Asian Practices
Editor Ying-Shao Hsu Graduate Institute of Science Education National Taiwan Normal University Taipei, Taiwan
ISBN 978-981-287-440-5 ISBN 978-981-287-441-2 DOI 10.1007/978-981-287-441-2
(eBook)
Library of Congress Control Number: 2015941023 Springer Singapore Heidelberg New York Dordrecht London © Springer Science+Business Media Singapore 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media Singapore Pte Ltd. is part of Springer Science+Business Media (www.springer.com)
Preface
Teaching with technology has been widespread around the world for many years, and it continues to increase and change with greater access to and variety of technologies. Taking the United States as an example, at least one computer was available in 97 % of its classrooms in 2009 (Gray, Thomas, & Lewis, 2010). The fever about pursuing electronic classrooms has spread to developing countries. Zhang (2007) reported that governments of most Eastern countries launched projects or reforms in classrooms since 2000 to infuse information and communication technologies (ICT). As early as 2002, Taiwan, Hong Kong, and three other Asian countries were listed among the countries with high ICT access (International Telecommunication Union, 2003; Ono, 2005). The Ministry of Education in Taiwan announced the Blueprint of Information Education in Elementary and Junior High Schools (Ministry of Education, 2008) to strengthen students’ technology literacy, which included increasing the hours for information courses in the curriculum and enhancing teachers’ technology application abilities. This call for technology literacy should not be confused with engineering/technology literacy advocated as part of the science, technology, engineering, and mathematics (STEM) initiative i
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