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- ISSN: 2382-6177
- Abbreviated Title: Int. J. Cult. Hist.
- Frequency: Quarterly
- DOI: 10.18178/ijch
- Editor-in-Chief: Prof. Mladen Milicevic
- Executive Editor: Ms. Mia Hu
- Indexed by: Google Scholar, Crossref
- E-mail: ijch@ejournal.net
IJCH 2017 Vol.3(4): 243-249 ISSN: 2382-6177
doi: 10.18178/ijch.2017.3.4.107
doi: 10.18178/ijch.2017.3.4.107
Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Advanced Wiki-Based Collaborative Process Writing Pedagogy (AWCPWP)
Xuanxi Li
Abstract—This research aims to develop a conceptual model of Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP) based on the technological pedagogical content knowledge (TPACK) theoretical framework. In order to fulfill the research purpose, this study investigated students and teacher’s perception and attitudes towards a Developing Wiki-based Collaborative Process Writing Pedagogy (DWCPWP). Participants included 54 primary four students from a same class and their Chinese language teacher in Shenzhen, China. Both quantitative and qualitative methods, including course feedback questionnaire, interviews, and teacher’s questionnaire, were used to collect data. The results showed that the Chinese language teachers and most students had positive attitudes and perceptions towards DWCPWP. The results also revealed teacher and students’ criticism as well as suggestions on DWCPWP, based on which, this study put forward a conceptual model of AWCPWP.
Index Terms—Xuanxi Li is with the Shanghai Normal University, China (e-mail: petrel6688@126.com).
Xuanxi Li is with the Shanghai Normal University, China (e-mail: petrel6688@126.com).
Index Terms—Xuanxi Li is with the Shanghai Normal University, China (e-mail: petrel6688@126.com).
Xuanxi Li is with the Shanghai Normal University, China (e-mail: petrel6688@126.com).
Cite: Xuanxi Li, "Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Advanced Wiki-Based Collaborative Process Writing Pedagogy (AWCPWP)," International Journal of Culture and History vol. 3, no. 4, pp. 243-249, 2017.