Guo, Y., Li, Y., & Li. M. (2016). A study on teachers’ TPACK level in a provincial city in China. In E. L. Brown, A. Krastev, & M. Ranieri (Eds.), E-Learning and social media: Education and citizenship for the digital 21st century (pp. 65-92). Charlotte, NC: Information Age Publishing. Abstract: “Over the…
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Cheng, H.-J. (2016). A TL-TPACK model on CSL pre-service teachers’ competencies of online instruction. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 198- 225). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0483-2.ch011 Abstract: “This chapter aims to introduce the integration of TPACK into a Chinese pre-service…
Comments closedZhang, T., & Wang, L. (2016). Pre-service mathematics teachers’ technology pedagogical content knowledge: An investigation in China. Journal of Mathematics Education, 9(1), 126-135. Retrieved from http://educationforatoz.com/images/Tingyan_Zhang_2016.pdf Abstract: “Teachers’ technology pedagogical content knowledge (TPACK) has become a international hot research topic for decades. The framework proposed by Mishra and Koehler (2006) has been…
Comments closedXiong, X. (2015). Developing pre-service teachers’ ICT in educatio competencies in a Chinese normal university: The role of curriculum leaders (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 3734720) Abstract: “Looking at higher education in China, in addition to the political control of the central government, the top-down…
Comments closedSu, X., Huang, X., Zhou, C., & Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for geography teachers in senior high school. Egitim ve Bilim, 42(190), 325-341. doi:10.15390/EB.2017.6849 Abstract: “With information technology being employed extensively in school education, the TPACK (Technological Pedagogical Content Knowledge) theoretical framework is adopted by a…
Comments closedMei, B., Brown, G. T. L., & Teo, T. (2017). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104. https://doi.org/10.1177/0735633117700144 Abstract: “Despite the rapid proliferation of information and communication technologies,…
Comments closedZhou, Y., Chai, C.S., Liang, J-C., Jin, M., & Tsai, C-C. (2017). The relationship between teachers’ online homework guidance and technological pedagogical content knowledge about educational use of web. The Asia-Pacific Education Researcher, 19(5), 239-247. https://doi.org/10.1007/s40299-017-0344-3 Abstract: “The development of e-learning and digital campus has prompted more and more teachers to assign online homework…
Comments closedLin, C-H., Liu, H., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology and Chinese Language Teaching, 8(1), 1-15. Abstract: “Technology is exerting a profound influence on the development of Chinese-language skills and on the education of teachers of that language around the world.…
Comments closedDeng, F., Chai, C.S., So, H-J., Qian, Y., & Chen, L. (2017). Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers. Australasian Journal of Educational Technology, 33(3), 1-14. https://doi.org/10.14742/ajet.3508 Abstract: “While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies…
Comments closedWang, W., & Feng, L. (2019). Technology standards for Chinese language teacher education. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 256–272). https://doi.org/10.4018/978-1-5225-7918-2.ch012 Abstract: “Guided by the TPACK theory (Mishra & Koehler, 2006), this chapter reviews and compares the technology standards related to and designed for teachers of Chinese as…
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