Ching‐sing Chai
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(Suggest an Edit or Addition)Ching‐sing Chai's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model (2007) (545)
- Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010) (508)
- A Review of Technological Pedagogical Content Knowledge (2013) (434)
- Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011) (396)
- Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM) (2009) (340)
- Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey (2010) (313)
- Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons (2008) (297)
- Students' views of the nature of science: A critical review of research (2011) (255)
- The "third"-order barrier for technology-integration instruction: Implications for teacher education (2012) (241)
- 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) (2008) (218)
- Beliefs about teaching and uses of technology among pre‐service teachers (2008) (215)
- Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) (2013) (194)
- Bridging the Gap: Technology Trends and Use of Technology in Schools (2013) (168)
- Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach (2013) (164)
- An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy (2004) (151)
- TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK) (2014) (149)
- Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design (2014) (133)
- An Analysis of Interaction and Participation Patterns in Online Community (2006) (131)
- Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning (2015) (126)
- Demographic Factors, TPACK Constructs, and Teachers' Perceptions of Constructivist-Oriented TPACK (2014) (121)
- Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK) (2011) (118)
- Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore (2006) (110)
- Students' perceptions of self-directed learning and collaborative learning with and without technology (2014) (109)
- Singaporean and Taiwanese Pre-service Teachers’ Beliefs and their Attitude Towards ICT Use: A Comparative Study (2009) (103)
- Exploring the Profiles and Interplays of Pre-service and In-service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China (2015) (98)
- The Relationships among Chinese Practicing Teachers' Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT (2014) (83)
- Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK) (2016) (82)
- Teacher Professional Development for TPACK-21CL (2017) (82)
- Assessing multidimensional students’ perceptions of twenty-first-century learning practices (2015) (82)
- Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs (2013) (80)
- The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation (2010) (79)
- Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support (2020) (76)
- Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning (2019) (74)
- Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse (2017) (73)
- Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers (2013) (72)
- Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge. (2013) (71)
- Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach (2009) (70)
- High School Students' Scientific Epistemological Beliefs, Motivation in Learning Science, and Their Relationships: A Comparative Study within the Chinese Culture. (2013) (66)
- Professional learning for 21st century education (2017) (65)
- Design Thinking for Education (2015) (60)
- Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT (2019) (60)
- Teachers' Epistemic Beliefs and Their Pedagogical Beliefs: A Qualitative Case Study among Singaporean Teachers in the Context of ICT-Supported Reforms. (2010) (59)
- Examining Preservice Teachers' Perceived Knowledge of TPACK and Cyberwellness through Structural Equation Modeling (2012) (59)
- STEM Education in Asia Pacific: Challenges and Development (2018) (58)
- The Relationships among Singaporean Preservice Teachers’ ICT Competencies, Pedagogical Beliefs and their Beliefs on the Espoused Use of ICT (2010) (57)
- Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK) (2018) (57)
- The Internet and teacher education: Traversing between the digitized world and schools (2011) (56)
- Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning (2016) (55)
- A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning (2011) (55)
- South China education majors' epistemological beliefs and their conceptions of the nature of science (2010) (54)
- Hong Kong Teachers’ Self-efficacy and Concerns About STEM Education (2018) (54)
- Positioning Design Epistemology and its Applications in Education Technology (2013) (53)
- Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective (2020) (53)
- Employing the TPACK Framework for Researcher-Teacher Co-Design of a Mobile-Assisted Seamless Language Learning Environment (2015) (52)
- Creating a Conducive Learning Environment for the Effective Integration of ICT: Classroom Management Issues (2003) (52)
- Teacher-education students’ views about knowledge building theory and practice (2010) (52)
- Modelling the Relationships among Beliefs about Learning, Knowledge, and Teaching of Pre-Service Teachers in Singapore (2010) (51)
- Examining Pre-Service Teachers' Design Capacities for Web-Based 21st Century New Culture of Learning. (2016) (50)
- Examining the Validity of the Technological Pedagogical Content Knowledge (TPACK) Framework for Preservice Chemistry Teachers. (2017) (49)
- A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK) (2015) (47)
- Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale (2016) (47)
- Enculturating seamless language learning through artifact creation and social interaction process (2015) (45)
- Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology-Enhanced Learning Environments (2008) (42)
- Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective (2018) (40)
- Deepening ICT integration through multilevel design of Technological Pedagogical Content Knowledge (2014) (39)
- A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 (2021) (39)
- Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building (2014) (38)
- Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK (2015) (37)
- Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM) (2017) (35)
- Design Thinking for Education: Conceptions and Applications in Teaching and Learning (2015) (35)
- Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment (2016) (34)
- A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching (2020) (33)
- Understanding the pedagogical potential of Interactive Spherical Video-based Virtual Reality from the teachers’ perspective through the ACE framework (2019) (31)
- A blended collaborative writing approach for Chinese L2 primary school students (2011) (30)
- Teachers’ perceptions of teaching and learning in a knowledge‐building community: an exploratory case study (2006) (30)
- Exploring the development of college students' epistemic views during their knowledge building activities (2016) (29)
- The Chinese Input Challenges for Chinese as Second Language Learners in Computer-Mediated Writing: An Exploratory Study. (2011) (28)
- Promoting Students’ Well-Being by Developing Their Readiness for the Artificial Intelligence Age (2020) (27)
- Modelling pre-service teachers’ perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: a Singapore study (2009) (26)
- Towards a seamless language learning framework mediated by the ubiquitous technology (2012) (26)
- Asian Personal Epistemologies and Beyond: Overview and Some Reflections (2010) (26)
- Design Thinking and Education (2015) (26)
- Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum (2021) (25)
- Modeling the structural relationship among primary students' motivation to learn artificial intelligence (2021) (24)
- Facilitating Students’ Development of Their Views on Nature of Science: A Knowledge Building Approach (2013) (24)
- Classroom Management Issues in ICT-Mediated Learning Environments: Back to the Basics (2005) (22)
- Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities (2019) (22)
- Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games (2013) (22)
- A comparison of scientific epistemological views between mainland China and Taiwan high school students (2012) (21)
- Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools (2019) (21)
- A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education (2022) (21)
- A Comparative Study of Taiwan, Singapore, and China Preservice Teachers’ Epistemic Beliefs (2012) (19)
- Where Research, Practice and the Authority Meet: A Collaborative Inquiry for Development of Technology-Enhanced Chinese Language Curricula (2011) (19)
- An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence (2020) (19)
- Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country (2010) (19)
- Evaluation of implementation of the IT Masterplan 3 and its impact on Singapore schools: instrumentation and baseline study (2011) (19)
- Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment (2017) (18)
- Validating and Modelling Teachers' Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education (2019) (18)
- A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model (2020) (18)
- Singapore primary and secondary students' motivated approaches for learning: A validation study (2016) (18)
- College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community (2015) (18)
- Exploring the Effects of Contextual Factors on In-Service Teachers’ Engagement in STEM Teaching (2018) (17)
- Development and validation of the knowledge-building environment scale (2014) (17)
- Measuring Singaporean Students’ Motivation and Strategies of Bilingual Learning (2013) (17)
- Assessing South China (Guangzhou) High School Students’ Views on Nature of Science: A Validation Study (2014) (16)
- Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning (2020) (16)
- Does Relatedness Matter for Online Self-regulated Learning to Promote Perceived Learning Gains and Satisfaction? (2021) (16)
- Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities (2020) (16)
- What Seams Do We Remove in Learning a Language?-Towards a Seamless Language Learning Framework (2016) (15)
- Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom (2021) (15)
- Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences (2020) (14)
- Exploring the impact of teacher experience on questioning techniques in a Knowledge Building classroom (2017) (14)
- Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality (2021) (14)
- Analyzing students’ after-school artifact creation processes in a mobile-assisted language learning environment (2011) (14)
- Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic (2021) (13)
- Scaffolding Online Collaborative Critiquing for Educational Video Production (2009) (13)
- Turkish and Singaporean Pre-service Physics Teachers’ Beliefs about Teaching and Use of Technology (2013) (12)
- Traversing the context of professional learning communities: development and implementation of Technological Pedagogical Content Knowledge of a primary science teacher (2018) (12)
- Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey (2019) (12)
- Singaporean pre-service teachers’ beliefs about epistemology, teaching and learning, and technology (2011) (12)
- Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes (2017) (11)
- Closing the gap: Pre-service teachers' perceptions of an ICT based, student centred learning curriculum (2007) (11)
- Learning Sciences Research in Asia Pacific Countries from 1997 to 2010: A Content Analysis of Publications in Selected Journals (2012) (11)
- Constructivist-oriented Data-logging Activities in Chinese Chemistry Classroom: Enhancing Students’ Conceptual Understanding and Their Metacognition (2011) (11)
- Development and Predictive Validity of the Computational Thinking Disposition Questionnaire (2020) (10)
- Factors Influencing Students' Behavioral Intention to Continue Artificial Intelligence Learning (2020) (10)
- The Relationship Between Teachers’ Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web (2017) (10)
- Towards a Web 2.0 TPACK Lesson Design Framework: Applications of a Web 2.0 TPACK Survey of Singapore Preservice Teachers (2015) (10)
- Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building (2018) (10)
- Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19 (2021) (9)
- Design Thinking and 21st Century Skills (2015) (9)
- Confirmatory factor analysis of the Epistemic Belief Inventory (EBI): A cross-cultural study (2011) (9)
- Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey (2020) (8)
- Development of the new media literacy scale for EFL learners in China: a validation study (2020) (7)
- Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies (2022) (7)
- Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West (2021) (7)
- A Study of Disposition, Engagement, Efficacy, and Vitality of Teachers in Designing Science, Technology, Engineering, and Mathematics Education (2021) (7)
- The learning revolution: from pedagogues to designers of learning (2017) (7)
- Modeling learners’ self-concept in Chinese descriptive writing based on the affordances of a virtual reality-supported environment (2021) (7)
- Methodological Considerations for Quantitative Content Analysis of Online Interactions (2011) (6)
- COMPUTER-SUPPORTED COLLABORATIVE LEARNING FOR KNOWLEDGE CREATION (2006) (6)
- Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support (2019) (6)
- Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance (2021) (6)
- The Analysis of Small Group Knowledge Building Effort among Teachers Using an Interaction Analysis Model (2008) (6)
- A cross-cultural validation of the Epistemic Belief Inventory (EBI) (2012) (6)
- Exploring the Relationships between Students' Ability of Computer-Based Chinese Input and Other Variables Associated to Their Performances in Composition Writing. (2012) (5)
- New Media and Learning in the 21st Century (2015) (5)
- Surveying Indonesian teachers’ design belief and TPACK for 21st century oriented learning (2017) (5)
- Leveraging Ubiquitous Technology for Seamless Language Learning : From “ Move , Idioms ! ” to (2011) (5)
- A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools (2022) (4)
- Using Knowledge Building to Foster Conceptual Change. (2016) (4)
- Collaborative Learning and ICT (2010) (4)
- Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China (2020) (4)
- Towards a new era of knowledge creation: a brief discussion of the epistemology for knowledge creation (2011) (4)
- Unpacking the researcher-teacher co-design process of a seamless language learning environment with the TPACK framework (2014) (4)
- New media and learning in the 21st century : a socio-cultural perspective (2015) (4)
- Design Thinking and In-Service Teachers (2015) (4)
- Fostering Pre-service Teachers’ TPACK Towards Student-centered Pedagogy (2012) (4)
- Two exploratory studies of the relationships between teachers’ epistemic beliefs and their online interactions (2011) (4)
- An initial examination of Singaporean seventh and eighth graders’ views of nature of science (2013) (4)
- Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach (2018) (3)
- Building Epistemic Repertoire Among Primary 3 Students for Social Studies (2016) (3)
- Knowledge Creation in Singapore Schools: Our Journey and Ways Forward (2014) (3)
- Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot (2023) (3)
- Constructing knowledge building communities in classrooms (2003) (3)
- A Blended Constructivist Learning Environment for Pre-service Teachers (2003) (3)
- A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students’ Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism (2019) (3)
- Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs (2022) (3)
- Future Learning in Primary Schools (2016) (3)
- Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education (2022) (3)
- Fostering college students’ design thinking in a knowledge-building environment (2020) (3)
- A Pilot Study of Students’ Behavioral Intention to Use AI for Language Learning in Higher Education (2021) (2)
- Understanding Medical Students’ Perceptions of and Behavioral Intentions toward Learning Artificial Intelligence: A Survey Study (2022) (2)
- Introduction: Cocreating Technological Pedagogical Content Knowledge (TPACK) for the Transformation of Nan Chiau Primary School (2016) (2)
- Development of the Motivation and Engagement in Virtual Reality Chinese Language Learning Questionnaire (MEVRCLQ) (2020) (2)
- Hong Kong Teachers’ Self-efficacy and Concerns About STEM Education (2018) (2)
- A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed (2021) (2)
- An Evaluation of the Learnability of the Justice Bao Button-Less Interface (2002) (2)
- Mobile-Assisted Seamless Chinese Learning Questionnaire (2017) (2)
- Designing Web 2.0 based constructivist‐oriented e‐learning units (2010) (2)
- Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations (2019) (2)
- Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching (2021) (2)
- Self-Directed Learning with Technology Scale (2018) (2)
- Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools (2022) (2)
- Harnessing Emerging Technologies to Build the Next Generation of Knowledge Creation Platform for School Students (2014) (2)
- Exploratory Study on the Physical Tool-based Conceptions of Learning of Young Students in a Technology-Rich Primary School (2012) (2)
- STEM Education in Asia Pacific: Challenges and Development (2018) (2)
- Research on Education in the Knowledge Creation Paradigm. (2014) (2)
- Measuring Singaporean students’ perception of self-regulated and collaborative learning in the context of technology oriented education (2011) (2)
- The shift in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about teaching and learning over the course of teacher preparation program (2009) (1)
- Exploratory factor analysis for the survey of epistemic beliefs for discipline-based knowledge creation (2015) (1)
- Design Thinking and Children (2015) (1)
- Emerging Practices and Issues of New Media and Learning (2015) (1)
- Changing the Reading Attitude of Young Children through Facebook (2010) (1)
- The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot (2023) (1)
- Co-designing Artificial Intelligence Curriculum for Secondary Schools: A Grounded Theory of Teachers' Experience (2022) (1)
- Principle-Based Guidance to Foster Adaptive Teaching Practice (2015) (1)
- Cultivating knowledge creation capacity for social studies among primary school students: A case narrative (2012) (1)
- The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI) (2022) (1)
- The Roles of Knowledge in Knowledge Creation (2019) (1)
- Knowledge building and reframed conceptual change: A cross fertilization (2007) (1)
- Information Communication Technology (2019) (1)
- Looking Back at the Future School Journey (2013) (1)
- Modeling Chinese Secondary School Students’ Behavioral Intentions to Learn Artificial Intelligence with the Theory of Planned Behavior and Self-Determination Theory (2022) (1)
- 38 Learning Analytics : Approaches and cases from Asia (2018) (1)
- Technological Pedagogical Content Knowledge Survey (2012) (1)
- Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education (2022) (1)
- A conducive classroom environment for IT integration: a collective case study of primary schools in Singapore (2002) (1)
- Collaborative construction of artificial intelligence curriculum in primary schools (2022) (1)
- Critical Perspectives on Design and Design Thinking (2015) (1)
- A Pilot Study of Students' Perceptions of Collaborative Knowledge Building in 21st Century Learning with Their Knowledge Building Behaviors (2016) (1)
- Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) (2012) (1)
- Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West. (2022) (1)
- Creating and learning through design: teacher professional development for 21st century learning (2015) (1)
- Fostering a cross-contextual language learning practice through social media creation and social interaction processes (2015) (1)
- Catering for Learner Diversity: Issues and Trends (2020) (1)
- Collaborative inquiry in co-constructing ICT-mediated curricula for Chinese literacy in Singapore context (2008) (0)
- Teachers' Perceptions of 21st Century Learning Competencies Questionnaire (2020) (0)
- Examining pre-service teachers’ perception of knowledge-building principles for building community knowledge (2008) (0)
- Assessing South China (Guangzhou) High School Students’ Views on Nature of Science: A Validation Study (2014) (0)
- Review of the application of virtual reality in language education from 2010 to 2020 (2022) (0)
- An initial study on the influences of problem solving in children's learning (2008) (0)
- Developing and Evaluating Design Thinking (2015) (0)
- Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK) (2018) (0)
- Measuring Singaporean Students’ Motivation and Strategies of Bilingual Learning (2013) (0)
- Probing in-service teachers' perceptions on TPACK-G and acceptance of GBL (2017) (0)
- Professional learning for 21st century education (2016) (0)
- Pre-service teachers' conceptions of teaching using mobile devices (2017) (0)
- Developing reflective dispositions through collaborative knowledge-building during small group Bible study: (2017) (0)
- Teachers’ TPACK Evolvement in A Technology-Mediated Elementary Science Innovation: A Translation Perspective (2019) (0)
- Students' Views of Nature of Science Instrument (2014) (0)
- Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking (2023) (0)
- Co-Designing Multimodal Pedagogical Content Knowledge with Indonesian Teachers (2021) (0)
- Design Thinking and Preservice Teachers (2015) (0)
- Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency (2022) (0)
- Chinese Pre-Service Teachers’ Technological Pedagogical Content Knowledge Scale (2016) (0)
- Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs (2013) (0)
- Understanding and profiling teachers’ technological pedagogical content knowledge development patterns (2014) (0)
- Teachers' EB and its Influences on their Online Interaction Patterns (2007) (0)
- Teachers' Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering, and Mathematics Education (2022) (0)
- College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community (2015) (0)
- Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building (2013) (0)
- Multidimensional Learning Perceptions Survey (2016) (0)
- Fostering Learning Communities among Teachers and Students: Potentials and Issues (2005) (0)
- Learning to communicate in Chinese with social media through contextualized, authentic and socializing means lessons learnt from implementations of seamless Chinese learning at secondary school level (2018) (0)
- Learning and teaching during Covid-19 and beyond: educational psychology perspectives (2022) (0)
- Turkish and Singaporean Pre-service Physics Teachers’ Beliefs about Teaching and Use of Technology (2012) (0)
- Comparing high school students’ online self-regulation and engagement in English language learning (2023) (0)
- Facilitating development of design efficacy among Singaporean in-service teachers through TPACK (2012) (0)
- Positive mental health literacy for teachers: adaptation and construct validation (2023) (0)
- Exploring the Effects of Contextual Factors on In-Service Teachers’ Engagement in STEM Teaching (2018) (0)
- Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality (2023) (0)
- Multi-level ICT integration for diffusing complex technology-mediated pedagogical innovations (2017) (0)
- Pre-Service Teachers’ Epistemological and Pedagogical Readiness for Constructivist-Oriented Educational Reform (2009) (0)
- Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom (2022) (0)
- A comparison of scientific epistemological views between mainland China and Taiwan high school students (2011) (0)
- A mediation model of the relationship between university students’ news media literacy and xenophobia: The role of intellectual humility, perceived threat, and blind patriotism (2022) (0)
- Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach (2012) (0)
- Knowledge-Building Environment Scale (2016) (0)
- Primary School Students' Perceptions on Using IT Tools for Chinese Compositions (2006) (0)
- Assessing multidimensional students’ perceptions of twenty-first-century learning practices (2015) (0)
- Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning (2015) (0)
- Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment (2016) (0)
- Critical Aspects in Learning with Technologies (2012) (0)
- Motivation in Relation to Self-Directed Learning and Collaborative Learning Questionnaire (2016) (0)
- Developing a design thinking engagement scale for early childhood teachers (2023) (0)
- Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective (2018) (0)
- Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students (2022) (0)
- Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China (2020) (0)
- Fostering college students’ design thinking in a knowledge-building environment (2019) (0)
- School leaders’ learning of diffusion of innovation through agent based modeling: Coupling modeling and simulation process with learners’ interaction with diffusion system (2008) (0)
- Idea Garden: Knowledge Creation with Insights from the Nature (2013) (0)
- Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning (2023) (0)
- Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs (2022) (0)
- Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building (2018) (0)
- Taiwan In-Service Teachers' Perceptions of 21st Century Learning Practice, Design Disposition, and Usage of Information and Communication Technology (ICT) (2016) (0)
- Using Positioning Theory to Identify Contradictory Teachers’ Identity When Enacting Knowledge Building in Social Studies (2013) (0)
- A Radial Basis Function Neural Network Prediction Model Based on Association Rules (2018) (0)
- Facilitating Students’ Development of Their Views on Nature of Science: A Knowledge Building Approach (2012) (0)
- Students' Perceptions of Their Learning Skills Measure (2015) (0)
- A Case Study on the Development of Pre-Service Teachers' Design Thinking (2019) (0)
- Exploring the impact of teacher experience on questioning techniques in a Knowledge Building classroom (2016) (0)
- Surveying and Modelling 21st Century Online Learning Patterns of Medical Students (2022) (0)
- The Relationship Between Teachers’ Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web (2017) (0)
- Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK (2015) (0)
- Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations (2019) (0)
- The usability of the Justice Bao instructional game : an interface evaluation (2001) (0)
- Effects of knowledge-building on teacher-education students' epistemological belief change (2009) (0)
- Theorizing teacher epistemology: An exploratory case study of primary and secondary schools in the Philippines (2014) (0)
- Professional development needs of Singaporean teachers for the 3rd ICT Master Plan (2011) (0)
- MyCLOUD: A seamless language learning environment for vocabulary learning and formal-informal cycles of writing activities (2012) (0)
- Technological, Pedagogical, and Content Knowledge-21st Century Quality Learning Survey (2019) (0)
- A REVIEW OF CULTIVATING STUDENTS’ DESIGN COGNITION IN STEM EDUCATION (2023) (0)
- Deepening ICT integration through multilevel design of Technological Pedagogical Content Knowledge (2014) (0)
- Acceptance of Digital Game-Based Learning Survey (2014) (0)
- Examining the relationships between in-service teachers’ technology and non-technology related knowledge of TPACK (2012) (0)
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