– a Singaporean teacher's storeroom 🖖
“ict lesson”, or “ICT教学”，这样的一个名词, such a conception, is problematic.
if we have “ICT教学”，与之相对的是什么？“非ICT教学”？
如果ICT的使用可以随时”开”或”关”, 这或许就是为什么学校里还存在one-off设计ICT活动的现象了。
“ICT教学”, and “ict lesson”这个名词应该去除。停止使用，不再使用。
理由很简单，21世纪的生活已脱离不开科技。要预备学生在未来的生活中不断自主学习，运用ICT学习的习惯和技能必须养成（这其实连带学生“如何学”的问题 (cf.教师如何教)）。习惯的养成不是一朝一夕的事；技能更是多样，更需要长时间指导磨练。
要达到培养学生习惯、磨练学生技能的学习目的，任何教学都要从TPACK角度去思考。那么学生的学习照顾到了，教师也从此不再陷入one-off、ICT可有可无的问题。
thanks to colleagues at CPDD, our article written for CL teachers, by CL teachers is now published (:
the Chinese title reads 《基于TPACK的华文资讯科技教学设计思路》. in essence, the short article promotes the idea of considering TPACK when designing ICT-integrated CL lessons. teachers may adopt any starting point in their design, whether it’s content, pedagogy, or technology. suggestions are given in the article so that TPACK, which is essential for the design to facilitate learning in students, is considered. teachers would also be constructing their own TPACK during this design process. the pdf can be downloaded from the local mirror:
陈育焕、张永慧 (2015). 基于TPACK的华文资讯科技教学设计思路。华文老师，59, 32-36.
it is also appropriate for us to express our thanks to Si Hui for her invaluable comments to our draft here. the acknowledgement wordings (本文承蒙林思慧老师（目前为西澳大学博士生）为初稿提出宝贵的批评与建议，谨此特致谢忱。) were removed when the article was published.
and last but not least, here’s the high-res translated TPACK in Chinese 中文/华文 diagram for download, in case any fellow CL teachers would like to use it in their work, there’s no need to recreate the wheel (:
thanks to tpack.org for making the original diagram for free distribution (: