Transitioning technology integration strategies from classroom to practice: A case-based instructional model

Joyce Koh

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3471–3476

To effectively transfer technology integration strategies from classroom to practice, preservice teachers need to become experts at assessing the opportunities and constraints in implementation contexts. Where institutions face constraints in...

Topics: Teachers, Integration, Educational Technology, Preservice Teacher Education

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

Joyce Koh

Australasian Journal of Educational Technology Vol. 33, No. 5 (Oct 31, 2017)

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and ...

A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

Joyce Koh

Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)

Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and...

Learning as students to become better teachers: Pre-service teachers' IWB learning experience

Shanti Divaharan; Joyce Koh; Joyce Koh

Australasian Journal of Educational Technology Vol. 26, No. 4 (Jan 01, 2010)

The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is a component of their teacher education program. During this module, the pre...

Language: English

The use of scaffolding in introductory technology skills instruction for pre-service teachers

Joyce Hwee Ling Koh

The use of scaffolding in introductory technology skills instruction for pre@-service teachers (2008) pp. 1–180

Vygotsky’s socio-cultural theory emphasizes that development of intelligence includes learning how to use tools in the context of one’s culture. Scaffolded instruction embodies the socio-cultural perspective to learning by characterizing it as a...

Motivating Students of Mixed Efficacy Profiles in Technology Skills Classes: A Case Study

Joyce Hwee Ling Koh

Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 5 (September 2006) pp. 423–449

Students usually enter technology skills courses with varying experience and self-efficacy with technology. Teaching classes with mixed-efficacy at the same pace and level of contents may not ensure that all students would be equally motivated. This ...

A Rubric for Assessing Teachers' Lesson Activities with Respect to TPACK for Meaningful Learning with ICT

Joyce Hwee Ling Koh

Australasian Journal of Educational Technology Vol. 29, No. 6 (2013) pp. 887–900

Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and...

Topics: Teachers

Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction

Joyce Koh; Shanti Divaharan

Australasian Journal of Educational Technology Vol. 29, No. 2 (May 10, 2013) pp. 233–247

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information...

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Lee Tay; Siew Lim; Cher Lim; Joyce Koh; Joyce Koh

Australasian Journal of Educational Technology Vol. 28, No. 4 (Jan 01, 2012)

This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from...

Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction

Joyce Hwee Ling Koh; Shanti Divaharan

Australasian Journal of Educational Technology Vol. 29, No. 2 (2013) pp. 233–247

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate...

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

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...

Assessing the dimensionality of computer self-efficacy among pre-service teachers in Singapore: A structural equation modeling approach

Timothy Teo; Joyce Hwee Ling Koh

International Journal of Education and Development using ICT Vol. 6, No. 3 (Oct 28, 2010) pp. 7–18

This study examines the computer self-efficacy among pre-service teachers (N=708) at a teacher training institute in Singapore. Data were collected through self-reports on a 7-point Likert-type scale. Exploratory factor analysis was performed on an...

Developing Pre-Service Teachers' Technology Integration Expertise through the TPACK-Developing Instructional Model

Joyce H. L. Koh; Shanti Divaharan

Journal of Educational Computing Research Vol. 44, No. 1 (2011) pp. 35–58

This study describes the TPACK-Developing Instructional Model which prescribes an instructional process for developing pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) during the instruction of Information and Communication...

Understanding management students' reflective practice through blogging

Gihan Osman; Joyce Hwee Ling Koh

Internet and Higher Education Vol. 16, No. 1 (January 2013) pp. 23–31

The paper discusses the results of a study on the use of blogging to encourage students to engage in the making of theory–practice linkages and critical thinking within the context of a graduate management course. Sixty-five students participated in ...

Language: English

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

Instructor and Student Classroom Interactions during Technology Skills Instruction for Facilitating Preservice Teachers' Computer Self-Efficacy

Joyce H. L. Koh; Theodore W. Frick

Journal of Educational Computing Research Vol. 40, No. 2 (2009) pp. 211–228

Technology skills instruction is an important component of educational technology courses, which has been shown to raise pre-service teachers' computer self-efficacy. Computer self-efficacy, in turn, is positively related to their self-efficacy for...

Students' Motivation and Teachers' Teaching Practices towards the Use of Blogs for Writing of Online Journals

Shanthi Suraj Nair; Lee Yong Tay; Joyce Hwee Ling Koh

Educational Media International Vol. 50, No. 2 (2013) pp. 108–119

This research paper explores students' motivation and teachers' teaching practices towards the writing of compositions in the conventional paper-based (paper and pencil) and the online blogs mode. Six classes of Grade 5 (224 students) and four...

Examining pre-service teachers\u2019 design capacities for web-based 21st century new culture of learning

Ching Chai; Lynde Tan; Feng Deng; Joyce Koh

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...

Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling

Ching Chai; Joyce Koh; Hsin Ho; Chin-Chung Tsai

Australasian Journal of Educational Technology Vol. 28, No. 6 (Jan 01, 2012) pp. 1000–1019

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...

Understanding the Relationship between Singapore Preservice Teachers' ICT Course Experiences and Technological Pedagogical Content Knowledge (TPACK) through ICT Course Evaluation

Joyce Hwee Ling Koh; Huay-Lit Woo; Wei-Ying Lim

Educational Assessment, Evaluation and Accountability Vol. 25, No. 4 (November 2013) pp. 321–339

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course...

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...

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...

Project-based learning and student knowledge construction during asynchronous online discussion

Joyce Hwee Ling Koh; Susan C. Herring; Khe Foon Hew

Internet and Higher Education Vol. 13, No. 4 (December 2010) pp. 284–291

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction...

Language: English

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

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....

Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China

Yan Dong; Ching Sing Chai; Guo-Yuan Sang; Joyce Hwee Ling Koh; Chin-Chung Tsai

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)

Ching Sing Chai; Joyce Hwee Ling Koh; Chin-Chung Tsai; Lynde Lee Wee Tan

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....

Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers

Ching Chai; Eugenia Ng; Wenhao Li; Huang-Yao Hong; Joyce Koh

Australasian Journal of Educational Technology Vol. 29, No. 1 (Mar 01, 2013) pp. 41–53

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication...

Surveying in-service preschool teachers' technological pedagogical content knowledge

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

Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

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...

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...

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...

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

The Process of Systemic Change

Francis M. Duffy; Charles M. Reigeluth; Monica Solomon; Geoffrey Caine; Alison A. Carr-Chellman; Luis Almeida; Theodore Frick; Kenneth Thompson; Joyce Koh; Christopher D. Ryan; Shane DeMars

TechTrends: Linking Research and Practice to Improve Learning Vol. 50, No. 2 (March 2006) pp. 41–51

This paper presents several brief papers about the process of systemic change. These are: (1) Step-Up-To-Excellence: A Protocol for Navigating Whole-System Change in School Districts by Francis M. Duffy; (2) The Guidance System for Transforming...

The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation

Teo Timothy; Tan Seng Chee; Lee Chwee Beng; Chai Ching Sing; Koh Joyce Hwee Ling; Chen Wen Li; Cheah Horn Mun

Computers & Education Vol. 55, No. 4 pp. 1764–1771

Research has found self-directed learning to have a significant impact on the long-term societal demands on our future workforce and our perspective on learning. Over the years, many measures have been developed to examine self-directed learning....

Language: English