The effect of implementing tablet IRS in classroom instruction on junior high school teachers' TPACK and students' personal and situational interest
Jerry Chih-Yuan Sun
|關鍵字:||平板即時回饋系統;科技學科教學知識;學習興趣;tablet IRS;Technological Pedagogical and Content Knowledge;learning interest|
The purpose of this study was to investigate the effect of implementing tablet IRS in classroom instruction on junior high school teachers' Technological Pedagogical and Content Knowledge (TPACK) and students' personal and situational interest. Participants were 162 junior high school students and eight teachers. Semi-structured interview with eight junior high school teachers was conducted to understand how participating teachers implement tablet IRS in their classroom instruction. Learning interest survey was completed by the students to investigate the effect of implementing tablet IRS on students’ personal and situational interest. We also analyzed how teachers’ content knowledge and teaching methods may influence students' personal and situational interest. This study found that 1) course subjects that are more interactive help teachers teach more effectively, 2) teaching students concepts before conducting activities with tablet IRS is favored by most of the participating teachers, 3) tablet IRS is an effective tool to measure students’ performance and support the classroom instruction, and 4) the teaching context has an effect on the instruction with the tablet IRS. The results related to students' interest showed that 1) there was no statistically significant difference in students’ personal and situational interest before and after the implementation of tablet IRS in classroom instruction, and 2) among the four subjects of the courses investigated in this study, the home economics course better enhanced students’ personal and situational interest. It may be that the teacher incorporated the activities which facilitated students’ knowledge transfer and deep thinking into the classroom instruction and that the topics of home economics are associated with students’ daily life so that the home economics course enhanced students' interest. Tablet IRS is a relatively emerging technology, so there is a lack of related research. Therefore, the results of this study suggested that future studies may employ an experimental design to further investigate the benefits and effect of the tablet IRS. Secondly, future studies may increase the duration of the implementation in order to investigate more diverse methods of teaching with tablet IRS in classroom instruction and further explore how different teaching strategies influence TPACK on the same course. Recommendations and suggestions related to TPACK and students' interest for educators and in-service teachers were also provided.