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Article: The Technology Cart and the Pedagogy Horse in Online Teaching

TitleThe Technology Cart and the Pedagogy Horse in Online Teaching
線上教學時的科技應用與教學法
Authors
KeywordsTechnology (科技)
Pedagogy (教學法)
Online teaching (線上教學)
Dynamic complex systems (複雜動態系統)
Affordances (可利用性)
Issue Date2021
PublisherSpringer. The Journal's web site is located at https://www.springer.com/journal/42321
Citation
English Teaching & Learning, 2021, v. 45 n. 1, p. 109-118 How to Cite?
AbstractThis paper argues against the dichotomization of pedagogy and technology represented by the widely cited dictum of putting the pedagogical horse before the technology cart. Adopting a complex systems’ perspective, it points out that technology and pedagogy are interconnected and interdependent elements of the classroom or learning environment as a system, alongside other elements, including the teacher, the students, the curriculum content, and the physical environment. Any change in one will have an impact on the other, and hence the whole system. Drawing on data from an English language teacher educator’s reflections on her journey of adopting online teaching, this paper elucidates the dynamic relationship between technology and pedagogy. It shows how her exploitation of the affordances of technology to simulate face-to-face classroom teaching has led to a re-tooling of these affordances to achieve and re-imagine pedagogical goals. The positive impact on students’ self-efficacy and her own self-efficacy in online teaching has led to the emergence of new pedagogical practices and routines which have enabled her to surpass what she could achieve in face-to-face classroom teaching. The paper concludes by highlighting the importance for teachers to embrace technology with an open mind and to understand this complex dynamic relationship for effective online teaching.
本文主要針對現今廣泛被引用的名言 ─ 以教學法引領科技應用 ─ 所指出「教學法」和「科技應用」的二分法提出反駁。本文從複雜系統的觀點(complex systems perspective), 提出科技應用與教學法是課室或學習環境中相互連結且互相依賴的元素, 並與其他包括教師、學生、課程內容及外在環境的元素構成一個系統。系統中任何一個元素若有所改變, 便會影響到另一個元素, 進而牽動整個系統。本文根據一位英語師資培育老師對自身線上教學的反思, 說明她藉由科技的可利用性來模擬面對面課堂教學, 是如何造成她調整這些可利用性, 進而達成及想像新的教學目標, 並藉此闡明科技應用和教學法之間的互動關係。教學對學生自我效能和她在線上教學的自我效能所造成的正面影響, 也促使新教學法的產生, 進而幫助她超越面對面授課所能達到的目標。本文最後強調教師若要有效進行線上教學, 便要對科技應用持開放的態度, 並充分理解這複雜的動態關係。
Persistent Identifierhttp://hdl.handle.net/10722/307945
ISSN
2023 Impact Factor: 1.2
2023 SCImago Journal Rankings: 0.684
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTsui, ABM-
dc.contributor.authorTavares, NJ-
dc.date.accessioned2021-11-12T13:40:13Z-
dc.date.available2021-11-12T13:40:13Z-
dc.date.issued2021-
dc.identifier.citationEnglish Teaching & Learning, 2021, v. 45 n. 1, p. 109-118-
dc.identifier.issn1023-7267-
dc.identifier.urihttp://hdl.handle.net/10722/307945-
dc.description.abstractThis paper argues against the dichotomization of pedagogy and technology represented by the widely cited dictum of putting the pedagogical horse before the technology cart. Adopting a complex systems’ perspective, it points out that technology and pedagogy are interconnected and interdependent elements of the classroom or learning environment as a system, alongside other elements, including the teacher, the students, the curriculum content, and the physical environment. Any change in one will have an impact on the other, and hence the whole system. Drawing on data from an English language teacher educator’s reflections on her journey of adopting online teaching, this paper elucidates the dynamic relationship between technology and pedagogy. It shows how her exploitation of the affordances of technology to simulate face-to-face classroom teaching has led to a re-tooling of these affordances to achieve and re-imagine pedagogical goals. The positive impact on students’ self-efficacy and her own self-efficacy in online teaching has led to the emergence of new pedagogical practices and routines which have enabled her to surpass what she could achieve in face-to-face classroom teaching. The paper concludes by highlighting the importance for teachers to embrace technology with an open mind and to understand this complex dynamic relationship for effective online teaching.-
dc.description.abstract本文主要針對現今廣泛被引用的名言 ─ 以教學法引領科技應用 ─ 所指出「教學法」和「科技應用」的二分法提出反駁。本文從複雜系統的觀點(complex systems perspective), 提出科技應用與教學法是課室或學習環境中相互連結且互相依賴的元素, 並與其他包括教師、學生、課程內容及外在環境的元素構成一個系統。系統中任何一個元素若有所改變, 便會影響到另一個元素, 進而牽動整個系統。本文根據一位英語師資培育老師對自身線上教學的反思, 說明她藉由科技的可利用性來模擬面對面課堂教學, 是如何造成她調整這些可利用性, 進而達成及想像新的教學目標, 並藉此闡明科技應用和教學法之間的互動關係。教學對學生自我效能和她在線上教學的自我效能所造成的正面影響, 也促使新教學法的產生, 進而幫助她超越面對面授課所能達到的目標。本文最後強調教師若要有效進行線上教學, 便要對科技應用持開放的態度, 並充分理解這複雜的動態關係。-
dc.languageeng-
dc.publisherSpringer. The Journal's web site is located at https://www.springer.com/journal/42321-
dc.relation.ispartofEnglish Teaching & Learning-
dc.subjectTechnology (科技)-
dc.subjectPedagogy (教學法)-
dc.subjectOnline teaching (線上教學)-
dc.subjectDynamic complex systems (複雜動態系統)-
dc.subjectAffordances (可利用性)-
dc.titleThe Technology Cart and the Pedagogy Horse in Online Teaching-
dc.title線上教學時的科技應用與教學法-
dc.typeArticle-
dc.identifier.emailTsui, ABM: bmtsui@HKUCC-COM.hku.hk-
dc.identifier.emailTavares, NJ: tavaresn@hku.hk-
dc.identifier.authorityTsui, ABM=rp00062-
dc.identifier.authorityTavares, NJ=rp00960-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s42321-020-00073-z-
dc.identifier.scopuseid_2-s2.0-85100550773-
dc.identifier.hkuros329820-
dc.identifier.volume45-
dc.identifier.issue1-
dc.identifier.spage109-
dc.identifier.epage118-
dc.identifier.isiWOS:000617345100001-
dc.publisher.placeUnited Kingdom-

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