Seite - 266 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

3.2 Teaching Media Dimension We also performed a lag sequence analysis on the use of classroom media. Based on the analysis results, we selected the smart media model for specific analysis, as shown in Figure 2: The main corresponding teaching behavior using IX (IX to IX, Z=11.28) is explanation (B5). Reflecting the advantages of a smart classroom, teachers mainly use data for feedback and evaluation, analyzing the performance of class performance, and use interactive devices to explain exercises. Troubleshoot (IX to ID, Z = 6.81) will inevitably be involved in the process of using computational intelligence media by teachers, including both classroom media debugging by teachers and media debugging by students. The frequent debugging of students' media is followed by the use of composite media (ID to CM, Z=2.26). The composite media here using is corresponding to behaviors of student writing (B13) and students' self-use of educational resources (B14), that is, students use smart media to do exercises or some students make exercises because of different progress, and some students read book; and the teacher's behavior of explanation (B5), guidance, and instruction (B6), mainly embodied in teachers real-time check the progress of students' problem-solving, assign new tasks for students with fast progress, and comb the situation of students' problem- solving according to intelligent media feedback. Fig 2. Intelligent Media Usage Model 3.3 TPACK Dimension Analyzing the TPACK dimension, the TPACK structure of teachers in classroom teaching can be divided into the pedagogical structure model and the subject teaching method model of integrated technology, focusing on the pedagogical structure model of integrated technology, as shown in Figure 3: This structure mainly involves the relationship between TPK and TPACK. TPK and TPACK mainly correspond to teachers' control behavior. TPK behavior mainly turns to TPACK behavior (TPK to TPACK, Z=2.61), and TPACK behavior also turns to itself (TPACK to TPACK, Z=4.48). Combined with a teaching video, we can see that TPK elements mainly refer to teachers giving instructions to students while using technology, such as teachers reading lists, or debugging the media and arranging some tasks at the same time; TPACK mainly refers to teachers asking questions to students while using technology, while students answer teachers' questions according to the content (or questions or knowledge points) presented by technology. M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis266