Search results for author:"Lynde Tan"
Total records matched: 6 Search took: 0.134 secs
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Production-on-the-Go Practice: Storyboarding as a Retrospective and Redundant School Literacy Activity
Lynde Tan
Learning, Media and Technology Vol. 38, No. 1 (2013) pp. 86–101
Storyboarding is one common strategy used in teaching young people digital media. This paper argues that in adolescents' literacy practices, they engage in production on the go. The metaphor is described in this paper to put forward the...
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From Print to Critical Multimedia Literacy: One Teacher's Foray into New Literacies Practices
Lynde Tan; Libo Guo
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...
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The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling
Timothy Teo; Lynde Tan
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...
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Learner-Generated Designs in Participatory Culture: What They Are and How They Are Shaping Learning
Beaumie Kim; Lynde Tan; Katerine Bielaczyc
Interactive Learning Environments Vol. 23, No. 5 (2015) pp. 545–555
In this special issue, the authors purport to interrogate and further their understanding of the commonly cited term, "design," specifically "learner-generated designs." This issue brings together scholars from multiple...
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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...
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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....