Ma, 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…
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Zhou, 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…
Comments closedZhou, X., Padron, Y., & Waxman, H. (2022). Exploring the relationship between professional development experience and skills in educational technology integration among primary EFL teachers. Contemporary Educational Technology, 14(1), Article ep328. https://doi.org/10.30935/cedtech/11365 Abstract: “The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities…
Comments closedZhang, M., & Chen, S. (2022). Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology. Cogent Education, 9(1), Article 2013396. https://doi.org/10.1080/2331186X.2021.2013396 Abstract: “Despite a consensus that technologies facilitate English as a Foreign Language (EFL) teaching, Chinese EFL teachers are…
Comments closedHuang, K-Y., Chen, Y.-H., & Jang, S.-J. (2020). TPACK in special education schools for SVI: A comparative study between Taiwanese and Chinese in-service teachers. International Journal of Disability, Development, and Education, 69(2), 435-450. https://doi.org/10.1080/1034912X.2020.1717450 Abstract: “While Technological, Pedagogical, and Content Knowledge (TPACK) has been studied in many domains, its application…
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