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Asia-Pacific Education Researcher

2015 Volume 24, Number 3

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Table of Contents

Number of articles: 5

  1. The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter?

    Chung-Yuan Hsu, Jyh-Chong Liang & Yi-Ching Su

    Previous studies have suggested that understanding the relationships and developmental paths among TPACK constructs plays a crucial role in teachers' TPACK development process. Researchers (Chai et... More

    pp. 463-470

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  2. Design, Development, and Evaluation of an Automated e-Learning Tutorial System to Instruct Pre-Service Special Educators in the Malay Braille Code

    Lay Wah Lee, Abdul Rashid Mohamed & Ahmed. A. Altamimi

    This paper reports on the design, development, and evaluation of an online e-learning tutorial system to instruct pre-service special educators in Malay braille code. The technological pedagogical ... More

    pp. 481-494

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  3. School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice

    Michael A. Evans, Miguel Nino, Kirby Deater-Deckard & Mido Chang

    This case study uses the Technological Pedagogical Content Knowledge (TPACK) framework to describe how teachers from two contiguous school districts in southwest Virginia implemented "The... More

    pp. 495-504

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  4. Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

    Ying-Tien Wu & Amber Yayin Wang

    The importance of teachers' technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of... More

    pp. 525-533

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  5. 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

    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... More

    pp. 535-543

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