Search results for author:"Joyce Hwee Ling Koh"
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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...
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
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...
Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction
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)
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...
Assessing the dimensionality of computer self-efficacy among pre-service teachers in Singapore: A structural equation modeling approach
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...
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 ...
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...
Students' Motivation and Teachers' Teaching Practices towards the Use of Blogs for Writing of Online Journals
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...
Understanding the Relationship between Singapore Preservice Teachers' ICT Course Experiences and Technological Pedagogical Content Knowledge (TPACK) through ICT Course Evaluation
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...
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....
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...
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...
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...
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...
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....
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...
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...
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 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....