Search results for author:"Lynde Tan"
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Journal of Adolescent & Adult Literacy Vol. 53, No. 4 (December 2009) pp. 315–324
We argue that the literacy landscape today demands that teachers understand what language is and that it is important for both teachers and students to develop the metalanguage to negotiate multimodal texts. We present our exploratory study in a...
The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 89–104
This study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers’ technology acceptance. It is also interested in examining its validity when...
Examining pre-service teachers\u2019 design capacities for web-based 21st century new culture of learning
Australasian Journal of Educational Technology Vol. 33, No. 2 (Jun 09, 2017)
Although there is an established body of work arguing that teachers\u2019 technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers\u2019 beliefs...
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....