Investigating Intensive Chinese Classes
An Integrated Approach
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This qualitative case study investigates whether technological, pedagogical and content knowledge (TPCK) is balanced and integrated in Chinese language classrooms. Three expert Chinese teachers in technology-enhanced classrooms, as well as their students, were observed and studied. Four and a half months of data were collected in the form of classroom observations, interviews, reflective journals, and document analysis. Four basic findings were derived from the study. First, the TPCK framework reflected an observable instructional process for communication between teachers and students. Howeve...
This qualitative case study investigates whether technological, pedagogical and content knowledge (TPCK) is balanced and integrated in Chinese language classrooms. Three expert Chinese teachers in technology-enhanced classrooms, as well as their students, were observed and studied. Four and a half months of data were collected in the form of classroom observations, interviews, reflective journals, and document analysis. Four basic findings were derived from the study. First, the TPCK framework reflected an observable instructional process for communication between teachers and students. However, teachers did not knowingly integrate technology, pedagogy and content in technology-enhanced classrooms. Second, content was the focal point during the course preparation process, and teachers did not consciously attempt to negotiate a balance between technology, pedagogy, and content. Third, students preferred human interaction with teachers and individualized learning with teachers assistance in technology- enhanced learning environments. Fourth, educational context and culture did influence the way that teachers taught, selected content, and employed technology.
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