Luo, W., Berson, I. R., Berson, M. J., & Han. S. (2024). Examining early childhood teachers’ technology integration in mainland China through a sociocultural lens. In I. R. Berson, W. Luo, M. J. Berson, & C. Dong (Eds.), Digital technologies and early childhood in China. Information Age Publishing. Abstract: None
Comments closedTag: China
Ling, X., & Chen, C. (2024). The study of TPACK ability training for student teacher specializing in English: A case study of Huainan Normal University. International Journal of Research and Innovation in Social Science, VIII(II), 425-442. https://doi.org/10.47772/ijriss.2024.802030 Abstract: “It is a necessary requirement to enhance the information literacy of university…
Comments closedLv, B., & Zhou, D., Rong, Z., Tian, Z., & Wang, J. (2024). Effects of professional development program on primary science teachers’ ICT use in China: Mediation effects of science teachers’ knowledge, beliefs and instructional practice. Disciplinary and Interdisciplinary Science Education Research, 6, Article 11. https://doi.org/10.1186/s43031-024-00099-4 Abstract: “Faced with international…
Comments closedHuang, Y., & Asavisanu, P. . (2024). Development of a model to increase technology use for music instructors in Sichuan Province, China. Journal of Buddhist Education and Research, 9(4), 269–283. https://so06.tci-thaijo.org/index.php/jber/article/view/271714 Abstract: “The use of technology for music instruction is an essential aspect of the development of creative and innovative music professionals.…
Comments closedXu, J., & Phongsatha, S. (2024). Determinants of physical teachers’ attitude toward technology integration in Shenzhen schools, China. International Journal of Sociologies and Anthroplogies Science Reviews, 4(2), 93-108. https://doi.org/10.60027/ijsasr.2024.3541 Abstract: “ Background and Aim: This study aimed to identify the factors influencing Physical teachers’ attitudes toward technology integration in Shenzhen Schools,…
Comments closedZhan, Y., Quan, J., & Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1, 199-212. http://doi.org/10.1504/IJSMILE.2013.053600 Abstract: “Based on the research theories and methods of the TPACK model, an empirical…
Comments closedXiaobin, L., Lijun, J., Huiwen, Z., & Wei, Z. (2014). Chinese EFL teachers’ application of e-educology of foreign languages: An investigation based on TPACK framework. Teaching English with Technology, 2014(1), 49-75. https://tewtjournal.org/download/6-chinese-efl-teachers-application-of-e-educology-of-foreign-languages-an-investigation-based-on-tpack-framework-by-liu-xiaobin-zhang-wei-corresponding-author-zhong-huiwen-and-jiang/ Abstract: “For the past few years, TPACK has become a hot issue in the research fields of teacher…
Comments closedXiang, K., & Ning, L. (2014). Evaluating Chinese preservice mathematics teachers’ knowledge of integrating technology in teaching. Journal of Mathematics Education, 7(1), 48-58. http://educationforatoz.com/images/2014-Article_4-_Kun_Xiang_Lianhua_Ning.pdf Abstract: “This study investigates the profile of Chinese preservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) through a sample of 106 people. An adapted scale was…
Comments closedChang, Y., Tsai, M. F., & Jang, S. J. (2014). Exploring ICT use and TPACK of secondary science teachers in two contexts. US-China Education Review, 4(5), 298-311. Abstract: “The aims of the study were to census and compare the technological pedagogical and content knowledge (TPACK) of secondary science teachers and…
Comments closedSang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2014). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65. https://doi.org/10.1080/1359866X.2014.960800 Abstract: “Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be…
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