Teachers' Epistemic Beliefs and Their Pedagogical Beliefs: A Qualitative Case Study among Singaporean Teachers in the Context of ICT-Supported Reforms

Ching Sing Chai

Turkish Online Journal of Educational Technology - TOJET Vol. 9, No. 4 (October 2010) pp. 128–139

Many current ICT-supported reform efforts demand teachers to assume the role of epistemic facilitator of knowledge construction supported by technology. It is thus important for teacher educators to understand teachers' epistemic beliefs. This...

Teachers' Perceptions of Teaching and Learning in a Knowledge-Building Community: An Exploratory Case Study

Ching Sing Chai; Roger Merry

Learning, Media and Technology Vol. 31, No. 2 (June 2006) pp. 133–148

This study explores three teachers' perceptions and developments as a result of experiencing learning and teaching in a knowledge-building community (KBC). To understand the teachers' views, in-depth interviews were conducted. The transcripts were...

Singaporean Pre-Service Teachers' Beliefs about Epistemology, Teaching and Learning, and Technology

Ching Sing Chai; Benjamin Wong; Timothy Teo

Teacher Development Vol. 15, No. 4 (2011) pp. 485–498

This paper reports a qualitative study on the epistemological beliefs of seven pre-service teachers, their beliefs about learning and teaching, and their perceptions about the use of information and communication technologies (ICT). Findings suggest ...

The "Third"-Order Barrier for Technology-Integration Instruction: Implications for Teacher Education

Chin-Chung Tsai; Ching Sing Chai

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...

Topics: Integration

Turkish and Singaporean Pre-Service Physics Teachers' Beliefs about Teaching and Use of Technology

Deniz Gurcay; Benjamin Wong; Ching Sing Chai

Asia-Pacific Education Researcher Vol. 22, No. 2 (2013) pp. 155–162

Beliefs about pedagogy and the use of technology affect the integration ICT in classrooms. This comparative study explores the pedagogical beliefs of pre-service physics teachers from two different cultures and examines the relationship between...

Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design

Joyce Hwee Ling Koh; Ching Sing Chai

Computers & Education Vol. 70, No. 1 (January 2014) pp. 222–232

While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the teachers' development of TPACK are inadequate to provide comprehensive description. This study employs cluster analysis...

Language: English

An Evaluation of the Learnability of the Justice Bao Button-Less Interface

Der-Thang Chen; Ching Sing Chai

Journal of Educational Multimedia and Hypermedia Vol. 11, No. 4 (2002) pp. 387–402

The learnability of a software user interface is an important aspect of software design. This study evaluates the learnability of an instructional game entitled Justice Bao. It attests issues related to "button-less" interface that uses an object on ...

Topics: Software, Instructional Design

Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs

Joyce Hwee Ling Koh; Chai Ching Sing

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 735–746

The TPACK framework comprises seven constructs that describe teachers’ technology integration expertise. These TPACK constructs address a theoretical void in the area of educational technology and have been widely adopted by colleges of education...

A Review on Usability Evaluation Methods for Instructional Multimedia: An Analytical Framework

Chai Ching Sing; Victor Chen Der-Thanq

International Journal of Instructional Media Vol. 31, No. 3 (Jun 22, 2004)

One common objective of instructional multimedia products is enhancement of learning. It follows that one of the primary tasks of the interface designer is the creation of a user-interface that is motivating, interactive, intuitive and at the same...

An Analysis of Interaction and Participation Patterns in Online Community

Chai Ching Sing; Myint Swe Khine

Educational Technology & Society Vol. 9, No. 1 (2006) pp. 250–261

This paper presents findings from the pattern of participation and discourse analysis of the online interaction among in-service teachers in the teacher training institute in Singapore. It was found that the teachers formed a knowledge-building...

Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment

Huang-Yao Hong; Ching Sing Chai

Computers & Education Vol. 115, No. 1 (December 2017) pp. 38–55

This study investigated teacher-education students' development of adaptive mathematics teaching practices and beliefs in an online knowledge building environment under principle-based design guidance. Participants were students who took a...

Language: English

Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments

Cher Ping Lim; Ching Sing Chai

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 8 (November 2008) pp. 2002–2013

Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, research studies have shown that they are not widely employed. Many of these models have...

Language: English

Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK)

Joyce Hwee Ling Koh; Ching Sing Chai

Computers & Education Vol. 102, No. 1 (November 2016) pp. 244–257

Technological pedagogical content knowledge (TPACK) encapsulates teachers' pedagogical knowledge for the integration of information and communications technologies (ICT). It is created as teachers engage in collaborative talk during the design of...

Language: English

Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach

Ching Sing Chai; Seng Chee Tan

Teachers College Record Vol. 111, No. 5 (2009) pp. 1296–1327

Background: This study was situated in Singapore, which aims to achieve engaged learning in P-12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative ...

An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy

Cher Ping Lim; Ching Sing Chai

Computers & Education Vol. 43, No. 3 (November 2004) pp. 215–236

This paper discusses the findings of two case studies (two primary schools in Singapore), which are part of a larger research study, that aims to examine and analyze where and how information and communication technologies (ICTs) are integrated in...

Language: English

The Internet and teacher education: Traversing between the digitized world and schools

Ching Sing Chai; Cher Ping Lim

Internet and Higher Education Vol. 14, No. 1 (January 2011) pp. 3–9

In the face of rapid technological and economic developments globally, pre-service teacher education programs in the Asia-Pacific region are challenged to prepare teachers who are open to new ideas, new practices and information and communication...

Language: English

Using Positioning Theory to Identify Contradictory Teachers’ Identity When Enacting Knowledge Building in Social Studies

Wei-Ying Lim; Hyo-Jeong So; Ching-Sing Chai

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 100–104

This paper reports the initial dilemmas teachers faced when implementing knowledge building in social studies as part of a future school initiative in Singapore. Positioning theory was used to analyze teachers’ discourse during curriculum meetings...

Epistemological Beliefs on Teaching and Learning: A Survey among Pre-Service Teachers in Singapore

Ching Sing Chai; Myint Swe Khine; Timothy Teo

Educational Media International Vol. 43, No. 4 (December 2006) pp. 285–298

Personal epistemological beliefs influence one's cognitive and metacognitive operations in a significant way. They also influence how teachers conceptualize teaching. It is therefore essential for teacher educators to understand the epistemological...

Exploring the development of college students' epistemic views during their knowledge building activities

Huang-Yao Hong; Bodong Chen; Ching Sing Chai

Computers & Education Vol. 98, No. 1 (July 2016) pp. 1–13

Exploring students' epistemic views is important as it should help to better understand how they acquire and work with knowledge. This case study investigated how college students' epistemic views relate to their collaborative inquiry activities in...

Language: English

A Cross-Cultural Examination of the Intention to Use Technology between Singaporean and Malaysian Pre-Service teachers: An Application of the Technology Acceptance Model (TAM)

Timothy Teo; Wong Su Luan; Chai Ching Sing

Educational Technology & Society Vol. 11, No. 4 (2008) pp. 265–280

As computers becomes more ubiquitous in our everyday lives, educational settings are being transformed where educators and students are expected to teach and learn, using computers (Lee, 2003). This study, therefore, explored pre-service teachers'...

Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)

Ching Sing Chai; Joyce Hwee Ling Koh; Chin-Chung Tsai

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...

Designing Web 2.0 Based Constructivist-Oriented E-Learning Units

Ching Sing Chai; Huay Lit Woo; Qiyun Wang

Campus-Wide Information Systems Vol. 27, No. 2 (2010) pp. 68–78

Purpose: The main purpose of this paper is to present how meaningful e-learning units can be created by using an online tool called Meaningful E-learning Units (MeLU). The paper also aims to describe how created e-learning units can be shared by...

Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach

Joyce Hwee Ling Koh; Ching Sing Chai; Chin-Chung Tsai

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

Amos Goh; Ching Sing Chai; Chin-Chung Tsai

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...

TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK)

Joyce Hwee Ling Koh; Ching Sing Chai; Lee Yong Tay

Computers & Education Vol. 78, No. 1 (September 2014) pp. 20–29

In school-based environments, teachers need to consider contextual factors such as the availability of technology and school policies as they apply TPACK to address instructional problems. However, qualitative TPACK studies tend to exemplify the...

Language: English

A Framework for Developing Pre-Service Teachers' Competencies in Using Technologies to Enhance Teaching and Learning

Cher Ping Lim; Ching Sing Chai; Daniel Churchill

Educational Media International Vol. 48, No. 2 (2011) pp. 69–83

This paper presents a framework for developing pre-service teachers' competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (...

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

Huang-Yao Hong; Ching Sing Chai; Chin-Chung Tsai

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...

Classroom Management Issues in ICT-Mediated Learning Environments: Back to the Basics

Cher Ping Lim; Meow Sien Pek; Ching Sing Chai

Journal of Educational Multimedia and Hypermedia Vol. 14, No. 4 (October 2005) pp. 391–414

Research studies have shown that effective classroom management is a necessary condition for successful ICT integration in schools. Drawing upon the classroom management practices of teachers in a Singapore primary school, this paper describes how...

Topics: Technology integration, education, research, Integration, teaching, Educational Technology, Pedagogy, elementary, Inclusive Education, Research Methods

The Chinese Input Challenges for Chinese as Second Language Learners in Computer-Mediated Writing: An Exploratory Study

Lung-Hsiang Wong; Ching-Sing Chai; Ping Gao

Turkish Online Journal of Educational Technology - TOJET Vol. 10, No. 3 (July 2011) pp. 233–248

This paper reports an exploratory study on Singapore secondary and primary school students' perceptions and behaviors on using a variety of Chinese input methods for Chinese composition writing. Significant behavioral patterns were uncovered and...

Beliefs about Teaching and Uses of Technology among Pre-Service Teachers

Timothy Teo; Ching Sing Chai; David Hung; Chwee Beng Lee

Asia-Pacific Journal of Teacher Education Vol. 36, No. 2 (May 2008) pp. 163–174

In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to ...

The shift in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about teaching and learning over the course of teacher preparation program

Ching Sing Chai; Seow Chong Wong; Timothy Teo

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3384–3387

The purpose of this study was to investigate the change in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about learning and teaching over the course of their teacher preparation program. An online survey was...

Validation and Profile of Chinese Pre-Service Teachers' Technological Pedagogical Content Knowledge Scale

Guoyuan Sang; Jo Tondeur; Ching Sing Chai; Yan Dong

Asia-Pacific Journal of Teacher Education Vol. 44, No. 1 (2016) pp. 49–65

Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and...

Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning

Ching Sing Chai; Lung-Hsiang Wong; Ronnel B. King

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 170–180

Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge...

Teachers’ TPACK Evolvement in A Technology-Mediated Elementary Science Innovation: A Translation Perspective

Yin Hong Cheah; Ching Sing Chai; Yancy Toh

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2417–2422

While TPACK framework has been widely adopted to address teacher professional development needs, teacher TPACK growth from the innovation translation perspective is apparently underexplored. Adopting a case study approach, our paper uses cultural...

Topics: Technological, Pedagogical Content Knowledge (TPACK), Science Education

Fostering Pre-service Teachers’ TPACK Towards Student-centered Pedagogy

KoSze Lee; Ching Sing Chai; Joyce Hwee Ling Koh

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3915–3921

We present our findings about the effectiveness of a 12-week ICT integration course, which emphasized student-centered pedagogy, on 108 Singaporean pre-service teachers’ TPACK. The effects were evaluated using a validated TPACK survey instrument....

Idea Garden: Knowledge Creation with Insights from the Nature

Kah Eng Hoe; Ching Sing Chai; Pei-Shan Tsai

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 525–530

Drawing experiences from a past study with a knowledge building community, fundamental theories of knowledge creation are revisited and a conceptual framework for addressing the challenges faced is elucidated. In tandem with the principles of...

Modelling Pre-Service Teachers' Perceived Usefulness of an ICT-Based Student-Centred Learning (SCL) Curriculum: A Singapore Study

Timothy Teo; Chwee Beng Lee; Ching Sing Chai; Doris Choy

Asia Pacific Education Review Vol. 10, No. 4 (December 2009) pp. 535–545

The purpose of this study is to examine the factors that influence pre-service teachers' perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this...

Seamless Language Learning: Second Language Learning with Social Media

Lung-Hsiang Wong; Ching Sing Chai; Guat Poh Aw

Comunicar: Media Education Research Journal Vol. 25, No. 50 (2017) pp. 9–20

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that...

Teacher-Education Students' Views about Knowledge Building Theory and Practice

Huang-Yao Hong; Fei-Ching Chen; Ching Sing Chai; Wen-Ching Chan

Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 4 (July 2011) pp. 467–482

This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice....

Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge

Jyh-Chong Liang; Ching Sing Chai; Joyce Hwee Ling Koh; Ching-Ju Yang; Chin-Chung Tsai

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...

Topics: Teachers

Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

Tzu-Chiang Lin; Chin-Chung Tsai; Ching Sing Chai; Min-Hsien Lee

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...

"Seamlessly" Learning Chinese: Contextual Meaning Making and Vocabulary Growth in a Seamless Chinese as a Second Language Learning Environment

Lung-Hsiang Wong; Ronnel B. King; Ching Sing Chai; May Liu

Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 5 (2016) pp. 399–422

Second language learners are typically hampered by the lack of a natural environment to use the target language for authentic communication purpose (as a means for "learning by applying"). Thus, we propose MyCLOUD, a mobile-assisted...

Where Research, Practice and the Authority Meet: A Collaborative Inquiry for Development of Technology-Enhanced Chinese Language Curricula

Lung Hsiang Wong; Ping Gao; Ching Sing Chai; Chee Kuen Chin

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

Ching Sing Chai; Joyce Hwee Ling Koh; Hsin Ning Jessie Ho; Chin-Chung Tsai

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

Feng Deng; Ching Sing Chai; Chin-Chung Tsai; Min-Hsien Lee

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...

Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning

Joyce Hwee Ling Koh; Ching Sing Chai; Wong Benjamin; Huang-Yao Hong

Asia-Pacific Education Researcher Vol. 24, No. 3 (2015) pp. 535–543

This conceptual paper argues that to develop students' twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual...

The Relationship between Teachers' Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web

Ying Zhou; Ching Sing Chai; Jyh-Chong Liang; Mei Jin; Chin-Chung Tsai

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 ...

An Initial Examination of Singaporean Seventh and Eighth Graders' Views of Nature of science

Tzung-Jin Lin; Amos Yoong Shin Goh; Ching Sing Chai; Chin-Chung Tsai

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...

Closing the gap: Pre-service teachers' perceptions of an ICT based, student centred learning curriculum

Chwee Beng Lee; Timothy Teo; Chai Ching Sing; Doris Choy; Jimmy Seah; Ashley Tan

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 554–562

Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM)

Timothy Teo; Chwee Beng Lee; Ching Sing Chai; Su Luan Wong

Computers & Education Vol. 53, No. 3 (November 2009) pp. 1000–1009

This study assesses the pre-service teachers’ self-reported future intentions to use technology in Singapore and Malaysia. A survey was employed to validate items from past research. Using the Technology Acceptance Model (TAM) as a research...

Language: English