Wurigen, Z. (2022). Applying Nearpod to the teaching Chinese as a second language class to enhance interactions and collaborations in the secondary schools. Psychology Research, 12(2), 49-57. https://doi.org/10.17265/2159-5542/2022.02.002 Abstract: “The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education, including…
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Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Chinese Pre-Service Teachers’ Technological Pedagogical Content Knowledge Scale (CTPCK). [Database record]. APA PsycTests. https://doi.org/10.1037/t47971-000 Abstract: “The Chinese Pre-Service Teachers’ Technological Pedagogical Content Knowledge Scale (CTPCK; Sang et al., 2016) is a measure with items adapted from the technological pedagogical…
Comments closedShi, L., & Jiang, L. (2022). How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK). English Language Teaching Educational Journal, 5(1), 1-15. https://eric.ed.gov/?id=EJ1353185 Abstract: “Technology is widely involved across the learning environment including its integration into teaching English as a foreign language (EFL);…
Comments closedMa, R. (2023). A review of technological pedagogical content knowledge research frontier and music disciplinary path. Frontiers in Art Research, 5(2), 23-29. https://francis-press.com/papers/9073 Abstract: “Since the advent of the theoretical framework of technological pedagogical content knowledge (TPACK), this field has gradually become a research forefront and hotspot in China and…
Comments closedZhou, Y. (2023). Web-based music learning environment. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2023.2185640 Abstract: “The paper compares the effectiveness of the online and blended learning of music during COVID-19. The study involved 140 students from Nanjing Xiaozhuang University in China. The research design: a pre-test and post-test experiment with…
Comments closedLi, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196–219. https://doi.org/10.1177/07356331211028934 Abstract: “This study sought to understand whether and how a group of English as a foreign language (EFL) teachers in mainland China were…
Comments closedHossain, S. F. A., Nurunnabi, M., & Hussain, K. (2021). Continuous mobile devices usage tendency in the TPACK-based classroom and academic performance of university students. Technology, Pedagogy and Education, 30(4), 589-607. https://doi.org/10.1080/1475939X.2021.1933160 Abstract: “This article examines the consequences of routine mobile devices usage tendency in the TPACK-based classroom with the aim…
Comments closedLiu, H., Yan, C., & Fu, J. (2022). Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective. Teaching and Teacher Education, 111, Article 103620. https://doi.org/10.1016/j.tate.2021.103620 Abstract: “Drawing on Bronfenbrenner’s ecological system and van Lier’s affordance, this study explored livestream English teaching anxiety experienced by high school teachers…
Comments closedHuang, S., Yin, H., Jin, Y., & Wang, W. (2022). More knowledge, more satisfaction with online teaching? Examining the mediation of teacher efficacy and moderation of engagement during COVID-19. Sustainability, 14(8), Article 4405. https://doi.org/10.3390/su14084405 Abstract: “During the COVID-19 pandemic, university teachers need to spend time and energy getting used to…
Comments closedQiu, C., He, H., Chen, G., & Xiong, M. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies, 27, 6367–6391. https://doi.org/10.1007/s10639-022-10888-x Abstract: “There is an urgent need to address the critical demand for…
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