An evaluation of the technological integration of Biology teachers’ teaching plans in training based on the TPACK model

Abstract: Through an initial training course for biology teachers offered online and based on the theoretical framework of the Teacher's Content Pedagogical Technological Knowledge (TPACK), the undergraduates created teaching plans with the integration of technologies and were then evaluated according to a rubric for the measurement of technological integration. The results show that students were able to satisfactorily integrate technologies into teaching plans with scores close to the average score found in other studies. We sought to understand which characteristics of students might affect the good integration of technologies in teaching plans. There was a significant difference (p&lt;0.05) only in the comparison of the technological integration scores, for participants with or without another degree. It is concluded that the subject based on the TPACK framework was the main influence for the good performance of the teachers in training in this study when integrating technologies in teaching plans for biology and science classes.摘要：本研究依托教师内容教学技术知识（Teacher's Content Pedagogical Technological Knowledge，TPACK）的理论框架，通过面向生物学教师开设的线上入门培训课程，组织参训本科生制作融合技术的教学方案，并依据技术整合测评量规对方案进行评估。研究结果显示，参训学生能够较为出色地将技术融入教学方案，所得分数与其他同类研究的平均分数相近。本研究旨在探究影响学生在教学方案中良好整合技术的各类学生特征。仅在持有额外学位与未持有额外学位的参训者之间的技术整合得分对比中，存在显著差异（p<0.05）。本研究最终得出结论：依托TPACK框架开设的课程，是本研究中受训教师在生物学与科学类课程教学方案中实现技术整合并取得良好表现的核心影响因素。