A Survey on the Differences of Pre-service Teachers' Perception of the Technology, Pedagogy, and Content Knowledge (TPACK)

Eom, Miri; Shin, Won Sug; Han, Insook

doi:10.24211/tjkte.2011.28.4.141

Cited by 6 publications

(1 citation statement)

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“…In order to cultivate TPACK with AI as a technology, it is necessary to emphasize practice. Pre-service teachers who participated in the TPACK training class recognize that TPACK is an important competency in teaching and learning, but the level of practice and performance are low [31]. Therefore, in order to cultivate TPACK, it is necessary for pre-service teachers to understand what TPACK is, observe class demonstrations, practice classes on their own, and cultivate their own TPACK through the process of reflection [32].…”

Section: Ai Education Expertisementioning

confidence: 99%

A Case Study on Enhancing the Expertise of Artificial Intelligence Education for Pre-Service Teachers

Park¹

2023

Preprint

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Artificial intelligence, a key technological tool in the era of the 4th Industrial Revolution, is being actively applied to education beyond industry, economy, and culture. In the future society, understanding and using artificial intelligence technology will be considered an essential skill for everyone, and the professionalism of AI education for pre-service teachers nurturing future talents is also important. This study verifies the effectiveness of pre-service teachers after undergoing a 15-week extension program consisting of AI Literacy Education (10 weeks), AI-Linked Subjet Education (3 weeks), and Micro-teaching (2 weeks) which was designed to enhance the AI education professionalism of pre-service teachers. The AI Literacy Education section consisted of understanding AI, AI ethics, and basic programming, and the education was conducted through both experience and practice. After that, the pre-service teachers analyzed the curriculum of the 5th and 6th grades of an elementary school, and developed a subject-related education program using AI tools in three stages. Using the developed program, micro-teaching classes were conducted twice. The study results are as follows. First, there was a change in the positive perception of AI (p<.05). Second, the understanding of AI educational technology tools was improved and the recognition of the usefulness of developing a curriculum-related program was expanded. Third, the importance of teacher competency development was learned through the micro-teaching, and the students' understanding of the learning process was expanded.

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Section: Ai Education Expertisementioning

confidence: 99%