TPACK Designer Thinking 모형을 통한수능듣기와 디지털 리터러시 교육의 재구성

Redesigning CSAT listening and digital literacy education through the TPACK designer thinking model

In this pioneering research, the Technological Pedagogical and Content Knowledge (TPACK) designer thinking model is introduced by bridging the five stages of design thinking—empathize, define, ideate, prototype, and test—with the phases of theorizing, practicing, acting, contextualizing, and kicking TPACK. Envisaging pre-service English teachers as learning designers, this initiative embodies a transformative approach to revamp CSAT listening components, leveraging generative AI and other cutting-edge technologies to devise customized English learning content to address learners’ diverse needs. The analysis of TPACK-EFL surveys conducted before and after the intervention indicates significant gains in participants’ technological knowledge scores post-intervention. In particular, improvements are substantial in technology-related areas such as TK(z = -7.176, p < .001), TCK(z = -4.108, p < .001), TPK(z = -7.307, p < .001), and TPACK(z = -5.764, p < .001), demonstrating the model’s potential to enhance the pedagogical use of technology. Furthermore, the study proposes instructional strategies that could enhance digital literacy by incorporating identified CSAT listening issues into the modified CSAT listening item. These findings offer pedagogical insights and lay the groundwork for educational approaches that empower future educators to harness technology in converting high-stakes CSAT items into a dynamic and customized learning landscape.