Search results for author:"Chin Sing Chai"
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The "Third"-Order Barrier for Technology-Integration Instruction: Implications for Teacher Education
Australasian Journal of Educational Technology Vol. 28, No. 6 (2012)
Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The...
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)
Educational Technology & Society Vol. 13, No. 4 (2010) pp. 63–73
Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical...
Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 4 (July 2013) pp. 793–809
The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers' information and communication technology (ICT) expertise. Despite...
Facilitating Students' Development of Their Views on Nature of Science: A Knowledge Building Approach
Asia-Pacific Education Researcher Vol. 22, No. 4 (2013) pp. 521–530
Students' views on the nature of science and on the levels of self-directed and collaborative learning with technology support affect the manner in which learning is conducted in the classroom. With limited literature offering insight into the...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1782–1785
This case study documents our effort in using Knowledge Building approach on 18 pre-service teachers learning to design constructivist activities with technology. The course was delivered using blended instructions, complementing face-to-face...
Fostering a Collaborative and Creative Climate in a College Class through Idea-Centered Knowledge-Building
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 389–407
This study explored the effects of student engagement in a knowledge-building (KB) environment on their collaborative learning process and the perceived creative climate of that environment. The participants were 30 college students who undertook a...
College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 549–561
This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed...
Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)
Journal of Science Education and Technology Vol. 22, No. 3 (June 2013) pp. 325–336
The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content...
Where Research, Practice and the Authority Meet: A Collaborative Inquiry for Development of Technology-Enhanced Chinese Language Curricula
Turkish Online Journal of Educational Technology - TOJET Vol. 10, No. 1 (January 2011) pp. 232–243
This collaborative inquiry project brought together 14 Chinese Language teachers, 4 researchers and 2 Ministry of Education (MOE) curriculum specialists to co-design the Chinese Language curricula with the integrated use of information and...
Examining Preservice Teachers' Perceived Knowledge of TPACK and Cyberwellness through Structural Equation Modeling
Australasian Journal of Educational Technology Vol. 28, No. 6 (2012)
This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice...
The Relationships among Chinese Practicing Teachers' Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT
Journal of Educational Technology & Society Vol. 17, No. 2 pp. 245–256
This study aimed to investigate the relationships among practicing teachers' epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT through survey methodology. Participants were 396 high school practicing teachers from...
The Relationship between Teachers' Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web
Asia-Pacific Education Researcher Vol. 26, No. 5 (2017) pp. 239–247
The development of e-learning and digital campus has prompted more and more teachers to assign online homework to students. Consequently, teachers need to provide sufficient and relevant guidance for such homework. Teachers' online homework guidance ...
Australasian Journal of Educational Technology Vol. 27, No. 7 (Jan 01, 2011) pp. 1208–1226
This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in...
Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China
Journal of Educational Technology & Society Vol. 18, No. 1 pp. 158–169
This research surveyed three hundred and ninety pre-service and three hundred and ninety four in-service teachers with regards to the seven factors of technological pedagogical content knowledge, their beliefs about constructivist oriented teaching (...
Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1184–1193
Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher’s integration of information and communication technology (ICT) in their teaching....
Research in Science & Technological Education Vol. 31, No. 2 (2013) pp. 117–132
Background and Purpose: Research in nature of science (NOS) among Asia-Pacific countries such as Singapore is arguably scarce. This study aimed to survey Singaporean secondary school students' views of NOS with a newly developed instrument...
Asia-Pacific Education Researcher Vol. 22, No. 3 (2013) pp. 263–272
This paper reports a pilot study on the development and validation of the bilingual (Chinese and English) "Motivation and Attitudes for Language Learning Inventory" (MALLI). MALLI is designed to measure secondary school students' learning...
Australasian Journal of Educational Technology Vol. 29, No. 4 (2013) pp. 581–594
Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service...
High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture
International Journal of Educational Development Vol. 33, No. 1 (January 2013) pp. 37–47
This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school ...