A5088096549- Innovative Teaching and Learning Methods
- Education and Technology Integration
- Digital literacy in education
- Online and Blended Learning
- Gender and Technology in Education
- Design Education and Practice
- Teacher Education and Leadership Studies
- Creativity in Education and Neuroscience
- Education and Critical Thinking Development
- Online Learning and Analytics
- Mathematics Education and Teaching Techniques
- Educational Environments and Student Outcomes
- Teaching and Learning Programming
- Innovative Teaching Methods
- Science Education and Pedagogy
- Open Education and E-Learning
- Problem and Project Based Learning
- Technology-Enhanced Education Studies
- Reflective Practices in Education
- Experimental Learning in Engineering
- Art Education and Development
- Higher Education Learning Practices
- Innovative Education and Learning Practices
- Digital Storytelling and Education
- Higher Education Practises and Engagement
University of Otago
2018-2025
Nanyang Technological University
2009-2018
National Institute of Education
2015
Indiana University
2006-2008
Indiana University Bloomington
2006
Systems Technology (United States)
2006
Korea Advanced Institute of Science and Technology
1999
Abstract This paper examined the profile of Singaporean pre‐service teachers in terms their technological pedagogical content knowledge (TPACK). A total 1185 were studied with a TPACK survey. An exploratory factor analysis found five distinctive constructs: knowledge, pedagogy, teaching technology and from critical reflection. The participants this study did not make conceptual distinctions between constructs such as knowledge. There some differences perceptions by gender. However, influence...
This article explicates the conception and evaluation of an information communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge 21st century learning. The emphasizes prolonged engagement with peers researchers in design teams. Supported by rubrics heuristics, enabled teachers to assess their current ICT lessons, set goals, redesign, implement, evaluate student learning outcomes, as well reflect on practices. A...
This study describes the TPACK-Developing Instructional Model which prescribes an instructional process for developing pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) during instruction of Information and Communication Technology (ICT) tools. model proposes three phases TPACK through ICT instruction. The are: fostering acceptance technical proficiency; pedagogical modeling; application. An intervention designed with this as its framework effects on development 74...
Abstract This study explored students' perceptions of self‐directed learning (SDL) and collaborative (CL) with/without technology in an information communications technology‐supported classroom environment. The factors include SDL , CL supported by technology, technology. Based on the literature review, this hypothesized that without positively predict their An instrument was developed two studies, a pilot main study, were undertaken. surveyed 219 secondary school students established...
This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection technology, pedagogy, and specifically for selected dimensions 21st century learning. In addition, teachers’ design beliefs were investigated with TPACK. Given conceptualization, instrument was designed validated. An associated intervention program to enhance preservice teachers' TPACK pre- post-course surveys conducted. To unpack relationships...
Although ChatGPT, a state-of-the-art, large language model, seems to be disruptive technology in higher education, it is unclear what extent students rely on this tool for completing different tasks. To address gap, we asked university (N=490) recruited via CloudResearch rate the which they ChatGPT 13 tasks identified previous pilot study. Five distinct profiles emerged: 'Versatile low reliers' (38.2%) were characterised by overall self-reported reliance across tasks, while 'all-rounders'...