Search results for author:"Shih"
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How Did the Meanings Constructed by Taiwanese Pre-Service Teachers from Educational News Media Affect Their Beliefs?
Educational Media International Vol. 50, No. 2 (2013) pp. 135–147
The study investigates how Taiwanese pre-service teachers make meaning after reading positive or negative news coverage of educational events and how they construct meaning impact their pedagogical beliefs. An experiment with a two-group pre-test...
Technology, Pedagogy and Education Vol. 22, No. 1 (2013) pp. 37–54
Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It...
A Multivariate Model of Factors Influencing Technology Use by Preservice Teachers during Practice Teaching
Educational Technology & Society Vol. 15, No. 4 (2012) pp. 137–149
Teacher education courses training and participating in school-based field practice are important processes for equipping preservice teachers with technology integration ability. However, preservice teachers still lack the ability and knowledge...
Modeling pre-service teachers’ knowledge of, attitudes toward, and intentions for technology integration
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3350–3355
The study, which combines TAM and TPACK, examines the direct and indirect effects of knowledge of technology integration on pre-service teachers’ attitudes toward technology use (ATU) and intention to integrate technology (IIT) while teaching....
The relationships between pre-service teacher beliefs and factors influencing they read online educational event news
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2365–2368
This study aims to determine the relationships between pre-service teacher beliefs and factors influencing they read educational event news on the Internet. A sample of 37 pre-service teachers, who enrolled in a school crisis event course of 18...
Differences between enrolled in an integrated course and did not in TPACK and technology integration for preservice teachers
Global TIME 2011 (Feb 22, 2011) pp. 171–176
Technology integration is increasingly important for preservice teachers. However, preservice teachers still lack sufficient understanding due to isolated courses in teacher education programs. This study aims to explore the differences between...
Exploring the Instructional Strategies of Elementary School Teachers When Developing Technological, Pedagogical, and Content Knowledge via a Collaborative Professional Development Program
Online Submission Vol. 6, No. 11 (2013) pp. 58–68
The technological, pedagogical, and content knowledge (TPACK) framework has been regarded as potentially effective in helping teachers integrate technology into the classroom. This study explores the instructional strategies of teachers when...
Global Learn 2010 (May 17, 2010) pp. 892–898
In this study, correlation between teachers’ pedagogical beliefs and teaching activities on technology integration was determined to describe how Taiwan teachers who hold different pedagogical beliefs implemented teaching activities of technology...
Conducting a Model of Developing Technological Pedagogical Content Knowledge for In-Service Teachers
Global Learn 2011 (Mar 28, 2011) pp. 669–674
Developing technological pedagogical content knowledge (TPCK) is inevitable for in-service teachers because of insufficient technology integration based on related studies. The purpose of this study is to conduct a model of developing teachers’ TPCK ...
Computers & Education Vol. 56, No. 4 (May 2011) pp. 1012–1022
In Taiwan, teachers are expected to integrate technology into instruction with learner-centered beliefs; however, teacher beliefs and practices may differ. The contextual factors influencing this inconsistency must be identified. This study first...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2443–2447
A teaching model that employs the use of remote control camera in classroom observation during field experience is introduced to better prepare the future teachers. This model, differing from the past ways of classroom observation, that involved...
Elementary school student perceptions regarding constructivist technology integration after teachers’ implementation over a longer period
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1444–1449
Students’ positive perceptions during learning in technology-rich environment may be only a temporary effect. The study advances understanding of students’ perceptions after their teachers had implemented constructivist technology integration (CTI)...
Collaborative Professional Development of Mentor Teachers and Pre-Service Teachers in Relation to Technology Integration
Journal of Educational Technology & Society Vol. 18, No. 3 pp. 161–172
This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological...