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Ezziane, Z. (2007). Information Technology Literacy: Implications on teaching and learning. Journal of Educational Technology & Society, 10, 175-191.

has been cited by the following article:

  • TITLE: Research on Subject Teaching Knowledge with Information Technology Deconstruction Perspective

    AUTHORS: Rurui Zhou

    KEYWORDS: Subject Content Knowledge, Subject Teaching Knowledge, Education Informatization, Education Big Data Mining

    JOURNAL NAME: Creative Education, Vol.10 No.8, August 21, 2019

    ABSTRACT: This paper proposes the method of professional knowledge to affect all aspects of teacher education and teaching, corresponding to teachers’ understanding of the curriculum and the role of textbooks. The methods also influence the choice and design of technology. Therefore, teachers should have a deep understanding of the reciprocity between this mechanism, which involves the relationship of roles that teachers need to know the existence form and basic composition of different technologies in the context of teaching and learning. Also, the subject teaching knowledge in the framework is an aggregation of content knowledge and pedagogy knowledge, in terms of the knowledge about courses, evaluations, and reports included in the subject teaching knowledge. In conclusion, we can have wisdom, flexibility, and tension to choose the appropriate teaching method for subject content, and support technology to promote the occurrence of learning and the deconstruction of intelligent behavior.