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中学职前英语教师教育技术认知与行为研究.docx

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中学职前英语教师教育技术认知与行为研究 Title:AStudyontheCognitiveandBehavioralAwarenessofEducationalTechnologyinJuniorHighSchoolPre-serviceEnglishTeachers Introduction: Withtherapiddevelopmentofeducationaltechnology,itisessentialforpre-serviceteacherstodevelopbothcognitiveandbehavioralawarenessoftheeffectiveintegrationoftechnologyintheclassroom.Thisstudyaimstoinvestigatetheknowledgeandattitudesofjuniorhighschoolpre-serviceEnglishteacherstowardseducationaltechnologyandexploretheirutilizationoftechnologyintheirteachingpractices. 1.CognitiveAwareness: 1.1DefinitionandImportance: Cognitiveawarenessreferstopre-serviceteachers'understandingofeducationaltechnology,includingtheknowledgeofdifferenteducationaltechnologytools,theirfunctions,andthewaystointegratethemintotheteachingandlearningprocess.Thisknowledgeiscrucialformakinginformeddecisionsregardingtheintegrationoftechnologyintoclassroompractices. 1.2TheoreticalFramework: ThecognitiveawarenessofeducationaltechnologycanbeexaminedthroughtheTPACK(TechnologicalPedagogicalContentKnowledge)framework.Thisframeworkemphasizestheintegrationoftechnologywithpedagogyandcontentknowledgetoenhancethelearningexperience. 1.3ResearchFindings: Thestudywillsurveyasampleofjuniorhighschoolpre-serviceEnglishteacherstoassesstheirlevelofcognitiveawarenessregardingeducationaltechnologytoolsandtheirpotentialapplicationintheclassroom.Thiswillbedonethroughaquestionnairedesignedtogaugetheirfamiliaritywithvarioustoolsandtheirknowledgeofdifferenttechnologicalresources. 2.BehavioralAwareness: 2.1DefinitionandImportance: Behavioralawarenessreferstopre-serviceteachers'actualutilizationofeducationaltechnologyintheirteachingpractices.Itinvolvestheabilitytointegratetechnologyeffectivelyandcreatively,enhancingstudents'engagementandlearningoutcomes. 2.2TheoreticalFramework: TheSAMR(Substitution,Augmentation,Modification,Redefinition)modelcanbeusedtoexplorepre-serviceteachers'behavioralawarenessofeducationaltechnology.Thismodelprovidesaframeworkforassessingtheleveloftechnologyinte