The Construction of Teacher TPACK Ability Evaluation System

Under the Ecological Environment of Smart Classroom

Hongyun Zeng

College of Computer and Information Science, Chongqing Normal University, China

Keywords: Smart Classroom, TPACK, AHP, YAAHP, Evaluation System.

Abstract: With the continuous innovation of information technology, smart classrooms have emerged from time to

time, which puts forward higher requirements for teachers' teaching ability. As a new knowledge structure

of teachers under the product of information technology, TPACK is the main basis for measuring teachers'

professional ability in the era of smart education, and an important means to improve teachers' ability to

integrate technology, teaching methods and content. Through the analysis of the smart classroom ecological

environment and TPACK theory, this study extracts the evaluation index of teachers ' TPACK ability in the

smart classroom ecological environment, and constructs the model of teachers' TPACK ability evaluation

system with the help of YAAHP software, and carries out matrix consistency test and data analysis.

Through the effective evaluation system to promote teachers to innovate teaching philosophy, improve

teaching methods and enhance teaching effective.

https://orcid.org/0000-0002-2658-9330

1 INTRODUCTION

‘Opinions on the Implementation of the National

Primary and Secondary School Teachers'

Information Technology Application Ability

Improvement Project 2.0’ (Ministry of Education

2019) clearly states that teachers should promote the

deep integration and innovative development of

information technology and their own education and

teaching. At the same time, the Education

Informatization'2.0 Action Plan (Ministry of

Education 2018) has promoted the model change

and ecological reconstruction of education supported

by emerging technologies such as artificial

intelligence, internet of things and big data. The

traditional classroom has gradually transitioned into

a smart classroom. The smart classroom has given

teachers a new role and put forward higher

requirements for teachers' information technology

application ability. Smart classroom involves all

aspects of computer technology and information

technology. It is necessary to break the barriers

between various technologies and solve the problem

of collaborative integration of interdisciplinary work

(Mukesh 2019). Smart classroom requires teachers

to have the consciousness of integrating technology,

the ability of using technology and the thinking of

innovating technology.

To promote development by evaluation, TPACK

is one of the bases to measure teachers' professional

ability. The construction of teachers' TPACK ability

evaluation system can positively motivate teachers

to improve TPACK ability. Nowadays, the

evaluation of teachers' TPACK ability still stays on

the teaching evaluation of traditional classrooms.

Zhang Lin (Zhang 2019) and others have explored

teachers' information-based teaching ability in

traditional classrooms, but this does not match the

evaluation required by teachers' TPACK ability in

the smart classroom ecological environment.

Therefore, this study aims to design the evaluation

index of teachers' TPACK ability in the ecological

environment of smart classroom, and explore the

ability of teachers to integrate information

technology in the teaching process in the ecological

environment of smart classroom with TPACK

theory as the core.

626

Zeng, H.

The Construction of Teacher TPACK Ability Evaluation System Under the Ecological Environment of Smart Classroom.

DOI: 10.5220/0011935800003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 626-631

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

2 THEORETICAL BASIS

2.1 Smart Classroom Ecological

Environment

With the continuous change of education, the

traditional classroom of single teaching mode has

been unable to carry the needs of modern teaching,

and the intervention of new technology has

promoted the emergence of smart classroom. With

the support of information technologies such as big

data and learning analysis, teachers can fully

implement diagnostic analysis and intelligent

resource push in the teaching process, and carry out

‘cloud + terminal’ learning activities and support

services. The smart classroom ecological

environment generally includes interactive screens,

freely assembled desks and chairs, tablets, cameras

and other hardware, as well as software such as

e-schoolbag systems and intelligent recording and

broadcasting systems (Li 2020),as shown in Table 1.

The intelligent teaching equipment of smart

classroom provides a new situation for teachers'

teaching and students' learning. Teachers can

simplify and optimize the three teaching processes

before, during and after class according to their

characteristics.

Table 1 Smart classroom software ecological environment

Component

Technica

ort

Features

E-Schoolbag

System

date Rich sub

ect resources

Smart

push

Directional push job

exercises

Learning

analysis

Objective exercises

automatic correction,

instant feedbac

Intelligent

recording

and

broadcasting

system

face

recogniti

on,multi

media

technolo

Support remote

broadcast, screen

switching,

teacher-student behavior

close-up, online editing,

intelligent inspection and

tracking of

teache

-student behavio

2.2 TPACK Element Analysis

The full name of TPACK is Technological

Pedagogical Content Knowledge (Charles R 2011),

which is translated into the subject teaching

knowledge of integrated technology. This theory

interprets the complex overlapping relationship

between teachers' knowledge structures, including

three core elements and four composite elements

generated by the interaction of core elements. The

core elements are content knowledge-content

knowledge of the subject taught by the teacher,

pedagogical knowledge-teaching related theoretical

knowledge, technical knowledge-related knowledge

about the use of information technology. The

composite elements are pedagogical content

knowledge-what kind of teaching theory knowledge

is used to impart subject content knowledge,

technical pedagogical knowledge -what kind of

information technology is used to present subject

content knowledge, technical content

knowledge-what kind of information technology is

used to support the development of teaching theory,

technical pedagogical content knowledge-

integrating technology, teaching method and

content, that is, changing teaching and learning in

some way through technology.

3 METHODS AND MATERIALS

At present, how to effectively and objectively

evaluate the TPACK ability of teachers in the

ecological environment of smart classroom is still in

the blank. In view of the above cognition of the

smart classroom ecological environment and

TPACK elements, this study establishes a

comprehensive evaluation index system to provide

reference for the evaluation of teachers' TPACK

ability in the smart classroom ecological

environment.

3.1 Construction Method of Evaluation

Index System

AHP, also known as analytic hierarchy process, is a

hierarchical weight decision analysis method that

decomposes the elements related to decision-making

into levels, index the indicators and assigns them

weights, and combines quantitative and qualitative

analysis (Xu 2018). AHP has the advantages of

systematization, simplicity, practicality and less

quantitative data, and is widely used in the

construction of evaluation index system. The general

process is to determine the research problem,

construct the hierarchical structure, construct the

judgment matrix and test the consistency of the

matrix, use the sum product method to calculate the

weight by column normalization, and finally draw

the corresponding conclusion.

The Construction of Teacher TPACK Ability Evaluation System Under the Ecological Environment of Smart Classroom

627

Generally speaking, the artificially constructed

judgment matrix is difficult to meet the consistency

requirements. It is often necessary to adjust and

correct the judgment matrix many times, and the

data processing process is complicated. The release

of YAAHP software solves this problem. Based on

the principle of analytic hierarchy process, YAAHP

software provides users with convenient hierarchical

model construction, judgment matrix data entry,

sorting weight calculation, calculation data export

and sensitivity analysis. It is flexible and easy to use

and simplifies the data processing process. This

study uses YAAHP software to process the data to

ensure the credibility, real-time consistency and

sensitivity of the entire model.

3.2 Construction Principle of

Evaluation Index System

The evaluation of teachers' TPACK ability in the

smart classroom can promote teachers to

consciously and actively integrate information

technology into the curriculum, so as to innovate the

educational concept and improve their TPACK

ability In the process of constructing the indicators

of the evaluation system, the following four

principles should be followed: First, the evaluation

objectives are clear, and the evaluation is based on

the wisdom classroom and TPACK theory.

Therefore, the evaluation objectives must be clear,

and the evaluation index system is only applicable to

the TPACK ability of teachers in the ecological

environment of wisdom classroom. Second, the

evaluation methods are diverse, smart classroom

evaluation is not limited to a single evaluation,

process evaluation, formative evaluation and

summary evaluation of integrated applications, from

a variety of evaluation methods, systematic and

complete construction of the entire evaluation

process; Third, the evaluation content is diverse.

Based on the TPACK framework, it can be seen that

teachers' ability is generated by the interaction of the

three elements of content, teaching method and

technology, so the evaluation content is based on the

three elements; Fourth, the evaluation design is

scientific. The construction of the evaluation index

system adopts the analytic hierarchy process, in

which the hierarchical structure is constructed by the

expert brainstorming method, the weights of the

indicators at all levels are determined by a small

amount of data, and the TPACK ability of teachers

is explored by combining quantitative and

qualitative methods, which is scientific.

3.3 Evaluation Index System Index

Based on the above elaboration of the ecological

environment and TPACK elements of smart

classrooms, it can be seen that smart classrooms are

more important than traditional classrooms in terms

of what technology to use, when and how to use

technology. This paper invites a total of 20 experts

at all levels and types, and uses the brainstorming

method to determine the evaluation index system as

four first-level indicators and twelve second-level

indicators, and forms the corresponding observation

perspective. The specific evaluation index system is

detailed in Table 2.

3.3.1 First Grade Indexes

Generally speaking, the smart classroom includes

three stages: before class, in class and after class

(Liu 2016). The concept of smart education runs

through the three stages. Before class, teachers

should understand the content knowledge, and on

this basis, select appropriate teaching strategies

according to the content knowledge, and list the

technical list, and finally form the teaching design,

which provides a blueprint for the whole teaching

implementation process. Teachers should

dynamically carry out the teaching process

according to the instructional design, use technology

to promote teacher-student interaction, support

learners' personalized learning, and optimize the

teaching process. After class, teachers should

review, evaluate and reflect on the teaching method,

content and technology to improve TPACK ability.

In summary, the first-level indicators are smart

classroom teaching philosophy, smart classroom

teaching design, smart classroom teaching

implementation, smart classroom teaching

evaluation.

3.3.2 Second Grade Indexes

Smart classroom teaching philosophy is the

cornerstone of smart classroom teaching. The

primary requirement of the traditional classroom

reform for the smart classroom is that teachers

should innovate the concept of self-teaching, from

the 'teacher-centered' in the traditional classroom to

the 'student-centered' in the smart classroom, and

always adhere to the 'student-centered' teaching

philosophy in teaching design, teaching

implementation and teaching evaluation. At the

same time, teachers should aim talents with high

intelligence and creativity as the goal (Zhu 2012), he

information age under the background of knowledge

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628

learning is secondary, knowledge to ability is the

main, knowledge to ability transformation requires

students to have certain innovation ability.

Therefore, the secondary indicators under the

concept of smart classroom teaching are

student-centered and aimed at cultivating innovative

talents.

Intelligent classroom teaching design is an

important guarantee for intelligent classroom

teaching. At this stage, teachers should understand

the content of the subject, select teaching strategies

on the basis of understanding, and use technology to

build a personalized and diversified teaching

environment and resources for students, thus

forming a detailed teaching process. Therefore, the

secondary indicators under the design of smart

classroom teaching are the understanding of subject

content, the selection of teaching strategies, the use

of technology, and the relevance of subject content,

teaching strategies, and technology.

The implementation of smart classroom teaching

is the core of smart classroom teaching. Before the

implementation of teaching in the smart classroom,

teachers can use technology to make intelligent

diagnosis of students' learning situation, and carry

out accurate teaching dynamically according to the

diagnosis results. In the process of teaching, teachers

can use technology to promote teacher-student

interaction, support learners' personalized learning,

and carry out a series of activities to promote

students' innovative thinking. After implementing

the teaching process, teachers should intelligently

push appropriate resources according to students'

learning status, so as to promote students' ability to

transfer knowledge. In addition to the above three

points, there should be the embodiment of teachers'

basic teaching skills throughout the whole teaching

implementation process. Therefore, the secondary

indicators under the implementation of smart

classroom teaching are learning intelligence

diagnosis, learning activities, knowledge transfer,

teachers' basic teaching skills.

Smart classroom teaching evaluation is the

fundamental guarantee of smart classroom teaching.

Evaluation is an important means to ensure the

quality of personnel training and monitor the quality

of teachers' teaching, and to promote development

by evaluation. The evaluation here refers to the

organizational ability of teachers to evaluate the

teaching effect. Teachers should be able to make

evaluation scales scientifically according to the

learning situation. In view of the interaction between

TPACK elements to produce a variety of composite

elements, TPACK has a certain complexity. In order

to improve TPACK ability, teachers need to feel the

specific situation of teaching and learning in the

process of practice. After-school immediate

self-evaluation and reflection can effectively

improve teachers' TPACK ability. Therefore, the

secondary indicators of smart classroom teaching

evaluation are evaluation of organizational ability

and teacher self-evaluation.

3.4 Weight Calculation of Evaluation

Index System

This study uses analytic hierarchy process to

calculate the weight of each index, according to the

percentile conversion index weight score, the

specific score is shown in Table 2.

(1) According to the analytic hierarchy process

evaluation scale, the fixed quantitative value is

obtained by comparing the two factors, and the

judgment matrix A is constructed:



A11 A12

A21 A22

…… A1n

…… A2n

…… ……

An1 An2

…… ……

…… Ann



(2) The judgment matrix A is normalized by

column to obtain matrix B:

()

njjnii

≤=≤==



,1,,1

(3) The weight value: ω:

),1(

njj ≤==



(4) Weight multiplied by matrix:

()



≤=•=

ijj

niAA

),1i（

ωω

(5) Find the maximum positive eigenvalue λ of

the judgment matrix A:

()



(6) Consistency test, if each layer index CR <

0.1, that the inconsistency of the matrix within

the allowable range, can determine the matrix

through the consistency test. On the contrary, the

judgment matrix should be modified until it

The Construction of Teacher TPACK Ability Evaluation System Under the Ecological Environment of Smart Classroom

629

passes the consistency test. The RI value comes

from the analytic hierarchy process RI value

table.

(7) From the above calculation process, it can be

known that the data processing process of the

analytic hierarchy process is cumbersome, which

is not conducive to the full play of the application

advantages of the analytic hierarchy process.

Using computer technology- YAAHP software,

you can quickly obtain accurate weights and

simplify data processing.

Table 2 Evaluation index system of teachers ' TPACK ability in smart classroom ecological environment

First

rade indexes Second

rade indexes Observation

ers

ective Grade

Intelligent Classroom

Teaching Concept（12

points）

student-centered（7

points）

Teachers can weaken self-role, highlight

students ' status and cultivate students '

autonomous learning ability

Aiming at Cultivating

Innovative Talents（5

points）

Teachers can make full use of

problem-based, project-based and STEAM

courses to stimulate students ' interest in

learning and promote their ability to solve

roblems

Intelligent Classroom

Teaching Design（28

points）

Understanding of subject

content（7points）

Teachers can fully understand the structure

of the subject content, the content and

extension of the concept, establish

three-dimensional teaching objectives

Selection of Teaching

Strategies（4points）

Teachers can select appropriate teaching

strategies according to the characteristics of

subject content

implementation of

technology（8points）

Teachers can list technology, that is, what

technology to use, when to use technology,

how to use technology.

The Suitability of Subject

Content, Teaching Strategy

and Technology（9points）

Teachers can fully consider the

characteristics of subject content, teaching

strategy and technology, use technology to

present subject content and support teaching

strateg

Intelligent classroom

teaching

implementation（41

points）

Intelligent Diagnosis of

Learning Situation

（8points）

Teachers can intelligently diagnose students

' learning based on the use of technology and

dynamically carry out precise teaching based

on diagnostic results

learning activities

（16points）

Teachers can create learning situations for

learners and carry out a series of activities to

promote students ' innovative thinking based

on innovative applied technical knowledge

16128

knowledge migration

（12points）

Teachers can push resources intelligently

according to students ' learning situation to

promote learners ' knowledge transfer ability

129

Teachers ' basic teaching

skills（5points）

Teachers ' language expression ability and

ability to deal with classroom crisis

Intelligent classroom

teaching evaluation

Evaluation of organizational

capacity（8points）

Teachers can formulate evaluation scale

scientifically according to students ' situation

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630

（19 points）

and teaching content 4

self evaluation（11points）

Teachers can timely and effectively carry

out self-evaluation and reflection

118

Remarks : 90 points or more for level A, 80-90 points for level B, 70-80 points for level C, 60-70 points for

level D, 60 points or less for level E

4 CONCLUSIONS

With the support of emerging technologies such as

artificial intelligence, internet of things and big data,

hot spots such as smart classrooms and smart

education have impacted the education industry. The

education model has changed and the ecological

environment has been reconstructed. Smart

classroom puts forward higher requirements for

teachers' information technology application ability,

requiring teachers to have the consciousness of

integrating technology, the ability to use technology

and the thinking of innovative technology. As a new

knowledge structure of teachers under the product of

technology, TPACK is the main basis for measuring

teachers' professional ability in the era of smart

education, and an important means to improve

teachers' ability to integrate technology, teaching

methods and content. In the process of

implementing smart classroom teaching, teachers

can't treat all elements in isolation. They should

examine the shortcomings of self-ability through the

scientific TPACK ability evaluation system, and

actively seek promotion strategies, so as to realize

the high integration of technology, teaching methods

and content, and the deep integration of TPACK and

smart classroom.

All in all, the smart classroom is more urgent to

need appropriate evaluation methods to improve the

quality of teachers' teaching. This study uses the

brainstorming method to determine that the

evaluation index system is four first-level indicators

and twelve second-level indicators, and forms the

corresponding observation perspective. Through the

combination of quantitative and qualitative methods,

the scores of each index are calculated, and finally

an effective, objective and scientific evaluation

index system of smart class is formed. The table fills

the gap in the evaluation index system of teachers'

TPACK ability under the ecological environment of

smart class, and provides reference for the

evaluation of teachers' TPACK ability under the

ecological environment of smart class.

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