Vai trò của siêu nhận thức đối với giáo viên trong dạy học ứng dụng công nghệ

Tóm tắt

The integration of technology into teaching is an essential trend, but its effectiveness largely depends on teachers' competencies. Among these, metacognition plays a crucial role in utilizing technology to support teaching and learning. This study examines the role of metacognition in teachers’ technology-assisted instruction through theoretical frameworks such as TPACK, PTK, and beliefs about teaching with technology. The findings indicate that metacognition enables teachers to assess their and their students' technological abilities, determine appropriate operational procedures, select suitable technologies for instructional content, and decide on the optimal timing and duration of technology use. Furthermore, metacognition supports teachers in lesson planning, monitoring, and adjusting instructional activities. Based on these findings, the study recommends that teachers be trained and enhance their metacognitive skills to optimize teaching with technology, thereby contributing to improve education quality in the context of educational innovation and digital transformation.