Search results for author:"Ching Sing Chai"
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Nanyang Technological University
Teachers' Epistemic Beliefs and Their Pedagogical Beliefs: A Qualitative Case Study among Singaporean Teachers in the Context of ICT-Supported Reforms
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
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...
Turkish and Singaporean Pre-Service Physics Teachers' Beliefs about Teaching and Use of Technology
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 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
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...
Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design
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...
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 ...
Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments
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...
Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK)
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...
Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs
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...
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...
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
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...
Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
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
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...
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...
Using Positioning Theory to Identify Contradictory Teachers’ Identity When Enacting Knowledge Building in Social Studies
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...
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
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...
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)
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)
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...
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
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
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)
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...
The Chinese Input Challenges for Chinese as Second Language Learners in Computer-Mediated Writing: An Exploratory Study
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...
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
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...
Teachers’ TPACK Evolvement in A Technology-Mediated Elementary Science Innovation: A Translation Perspective
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...
Validation and Profile of Chinese Pre-Service Teachers' Technological Pedagogical Content Knowledge Scale
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
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...
A Framework for Developing Pre-Service Teachers' Competencies in Using Technologies to Enhance Teaching and Learning
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
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...
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...
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....
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
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...
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...
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....
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...
Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)
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
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
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
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
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
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
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 ...
Australasian Journal of Educational Technology Vol. 27, No. 7 (Jan 01, 2011) pp. 1208–1226
This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in...
Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China
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)
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....