Kang, L. (2020). Developing technological pedagogical content knowledge (TPACK) for teachers of Chinese: A mixed methods study (Publication No. 28259180) [Doctoral dissertation, University of Nebraska-Lincoln]. ProQuest Dissertations and Theses Global. Abstract: “This mixed methods study explored the development of technological, pedagogical, content knowledge (TPACK) of Chinese teachers who attended the STARTALK Chinese…
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Yang, T., & Gunn, C. (2020). Understanding kindergarten teachers’ perceptions of the use of touchscreen technologies: An exploratory study in mainland China. E-Learning and Digital Media, 0(0). https://doi.org/10.1177/2042753020980120 Abstract: “Touchscreen technologies have become an important part of many young children’s lives. While kindergarten teachers’ perceptions of the use of touchscreen devices…
Comments closedXiong, X. B., Sing, C. C., Tsai, C.-C., & Liang, J.-C. (2020). Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK). Educational Studies, 48(6), 750-771. https://doi.org/10.1080/03055698.2020.1814698 Abstract: “This study aimed to investigate the differences between pre-service teachers’ (PSTs) perceived TPACK given the different…
Comments closedLuo, W., Berson, I. R., & Berson, M. J. (2020). Integration of digital technology into an early childhood teacher preparation program in China. Early Childhood Education Journal, 49, 1165–1175. https://doi.org/10.1007/s10643-020-01115-8 Abstract: “The rapid development of technologies has complicated its adoption and integration into early childhood teacher professional development in China. The government…
Comments closedLong, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2020). Exploring Chinese in-service primary teachers’ technological pedagogical content knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 42(2), 350-370. https://doi.org/10.1080/02188791.2020.1812514 Abstract: “This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools…
Comments closedChai, C. S., Jong, M., & Yan, Z. (2020). Surveying Chinese teachers’ technological pedagogical STEM knowledge: a pilot validation of STEM_TPACK survey. International Journal of Mobile Learning and Organization, 14. https://doi.org/10.1504/ijmlo.2020.10026335 Abstract: “As STEM education is increasingly drawing attention from different parts of the world, there is also an emerging call…
Comments closedLuo, M. (2018). Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices (Doctoral thesis, Edith Cowan University, Perth, Australia). Retrieved from https://ro.ecu.edu.au/theses/2160 Abstract: “The English curriculum standards in China have shifted towards…
Comments closedTeo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546. https://doi.org/10.1080/10494820.2018.1489290 Abstract: “In recent years, there has been an exponential growth of the explorations around the pedagogical use of…
Comments closedTan, L., Chai, C. S., Deng, F., Zheng, C. P., & Drajati, N. A. (2019). Examining pre-service teachers’ knowledge of teaching multimodal literacies: A validation of a TPACK survey. Educational Media International, 56(4), 285–299. https://doi.org/10.1080/09523987.2019.1681110 Abstract: “Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies…
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