Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts

Longwei Zheng; Shouping Chen; Haomin Zhang; Yuanyuan Feng; Xiaoqing Gu

doi:10.1016/j.tate.2025.105072

Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts

Longwei Zheng^*
, Shouping Chen
, Haomin Zhang
, Yuanyuan Feng
, Xiaoqing Gu

^*Corresponding author for this work

Faculty of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This study examines the evolving knowledge structures of teachers’ technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.

Original language	English
Article number	105072
Journal	Teaching and Teacher Education
Volume	162
DOIs	https://doi.org/10.1016/j.tate.2025.105072
State	Published - Aug 2025

Keywords

Data science applications in education
Pedagogical issues
Teacher professional development

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10.1016/j.tate.2025.105072

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title = "Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts",

abstract = "This study examines the evolving knowledge structures of teachers{\textquoteright} technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.",

keywords = "Data science applications in education, Pedagogical issues, Teacher professional development",

author = "Longwei Zheng and Shouping Chen and Haomin Zhang and Yuanyuan Feng and Xiaoqing Gu",

note = "Publisher Copyright: {\textcopyright} 2025 Elsevier Ltd",

year = "2025",

month = aug,

doi = "10.1016/j.tate.2025.105072",

language = "英语",

volume = "162",

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T1 - Evolving knowledge structures in technology integration

T2 - Tracking changes embedded in teaching artifacts

AU - Zheng, Longwei

AU - Chen, Shouping

AU - Zhang, Haomin

AU - Feng, Yuanyuan

AU - Gu, Xiaoqing

PY - 2025/8

Y1 - 2025/8

N2 - This study examines the evolving knowledge structures of teachers’ technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.

AB - This study examines the evolving knowledge structures of teachers’ technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.

KW - Data science applications in education

KW - Pedagogical issues

KW - Teacher professional development

UR - https://www.scopus.com/pages/publications/105004941043

U2 - 10.1016/j.tate.2025.105072

DO - 10.1016/j.tate.2025.105072

M3 - 文章

AN - SCOPUS:105004941043

SN - 0742-051X

VL - 162

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 105072

ER -

Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts

Abstract

Keywords

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