Search results for author:"Binbin Zheng"
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Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis
Journal of Educational Computing Research Vol. 56, No. 3 (2018) pp. 396–414
This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers'...
The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis
Computers & Education Vol. 113, No. 1 (October 2017) pp. 75–85
Students' active regulation of learning, through being motivated and a variety of cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online language courses, very little is...
British Journal of Educational Technology Vol. 48, No. 3 (May 2017) pp. 730–748
Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the...
Technology, Knowledge and Learning Vol. 20, No. 2 (July 2015) pp. 201–229
Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange...
Computers & Education Vol. 84, No. 1 (May 2015) pp. 78–89
Though online writing can be beneficial for diverse students in out-of-school environments, there is little consensus on the value of its use in schools. This study examined the online discussion of 48 fifth-grade students and their teachers over...
Technology, Pedagogy and Education Vol. 24, No. 3 (2015) pp. 357–374
While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting...
Journal of Adolescent & Adult Literacy Vol. 58, No. 3 (November 2014) pp. 243–254
The Common Core State Standards emphasize the integration of technology skills into English Language Arts (ELA) instruction, recognizing the demand for technology-based literacy skills to be college- and career- ready. This study aims to examine how ...
Journal of Science Education and Technology Vol. 23, No. 4 (August 2014) pp. 591–603
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science,...
Equity & Excellence in Education Vol. 47, No. 1 (2014) pp. 46–62
Seeking to improve teaching and learning and to narrow gaps between students of high and low socioeconomic status, many school districts in the United States are implementing one-to-one laptop programs. In this comparative case study, we examine one-...
Pedagogies: An International Journal Vol. 9, No. 4 (2014) pp. 279–299
In planning educational technology initiatives, the concerns of many stakeholders are typically taken into account, including the concerns of administrators, teachers, parents, and employers. The perspective of students are recognized as valuable,...
Journal of Adolescent & Adult Literacy Vol. 54, No. 3 (November 2010) pp. 221–223
Can daily access to laptop computers help students become better writers? Are such programs affordable? Evidence from the Inspired Writing program in Littleton Public Schools, Colorado, USA, provides a resounding yes to both questions. The program...