Exploring Singaporean Chinese Language Teachers' Technological Pedagogical Content Knowledge and its Relationship to the Teachers' Pedagogical Beliefs

Asia-Pacific Education Researcher

Volumn 22, Issue 4, 2013, Pages 657-666

  Chai, Ching Sing ^a   Chin, Chee Kuen ^a   Koh, Joyce Hwee Ling ^a   Tan, Chee Lay ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

Chinese language; ICT; Technological Pedagogical Content Knowledge

Indexed keywords

EID: 84885617327     PISSN: 01195646     EISSN: 22437908     Source Type: Journal    
DOI: 10.1007/s40299-013-0071-3     Document Type: Article

References (40)

1. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.
2. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
3. Bain, A., & Weston, M. E. (2012). The learning edge: What technology can do to educate all children. New York: Teacher College Press.
4. Chai, C. S. (2010). The relationships among Singaporean preservice teachers' ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT. The Asia-Pacific Education Researcher, 19(3), 387-400.
5. Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 595-603.
6. Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (in press). A review of Technological Pedagogical Content Knowledge. Education Technology and Society.
7. Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
8. Dodge, B. (2001). Five rules for writing a great WebQuest. Learning & Leading with Technology, 28(8), 6-9.
9. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25-39.
10. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57, 1953-1960.
11. Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice Science teachers. TechTrends, 53(5), 70-79.
12. Hair, J. F, Jr, Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Pearson Education.
13. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
14. Howland, J., Jonassen, D., & Marra, R. (2012). Meaningful learning with technology (4th ed.). Upper Saddle River, NJ: Pearson.
15. Jacobson, M., So, H.-J., Teo, T., Lee, J., Pathak, S., & Lossman, H. (2010). Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. Computers & Education, 55(4), 1694-1706.
16. Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
17. Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Computing and Teacher Education, 14(3), 581-597.
18. Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology, 20(3), 215-232. doi: 10. 1007/s10956-010-9247-2.
19. Koh, J. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. doi: 10. 1111/j. 1365-2729. 2010. 00372. x.
20. Lee, M. H., & Tsai, C. C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1-21.
21. Lim, C. P., & Chai, C. S. (2008). Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807-828.
22. Lin, T.-C., Tsai, C.-C., Chai, C. S., & Lee, M.-H. (2012). Identifying science teachers' perceptions of technological, pedagogical, and content knowledge (TPACK). Journal of Science and Technology,. doi: 10. 1007/s10956-012-9396-6.
23. Manfra, M., & Hammond, T. C. (2008). Teachers' instructional choices with student-created digital documentaries: Case studies. Journal of Research on Technology in Education, 41(2), 223-245.
24. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
25. Niess, M. L. (2007). Developing teacher's TPCK for teaching mathematics with spreadsheets. Technology and Teacher Education Annual, 18(4), 2238-2245.
26. Petko, D. (2012). Teachers' pedagogical beliefs and their use of digital media in the classrooms: Sharpening the focus of the 'will, skill, too' model and integrating teachers' constructivist orientations. Computers & Education, 58, 1351-1359.
27. Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58, 449-458.
28. Sahin I. (2011). Development of survey of Technological Pedagogical and Content Knowledge (TPACK). Turkish Online Journal of Educational Technology, 10. Retrieved December 28, 2011, from http://tojet. net/articles/10110. pdf.
29. Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics' beliefs about teaching and learning. Higher Education, 41, 299-325.
30. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2009). Investigating teachers' educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives. Asia-Pacific Journal of Teacher Education, 37(4), 363-377.
31. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
32. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
33. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
34. Tee, M., & Lee, S. (2011). From socialisation to internalisation: Cultivating Technological Pedagogical Content Knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1), 89-104.
35. Teo, T., & Chai, C. S. (2008). Confirmatory factor analysis of the Conception for Teaching and Learning Questionnaire (CTLQ). The Asia-Pacific Education Researcher, 17(2), 215-224.
36. Teo, Y. H., & Ting, B. H. (2010). Singapore education ICT master plans (1997-2014). In C. S. Chai & Q. Wang (Eds.), ICT for self-directed and collaborative learning (pp. 1-14). Singapore: Pearson.
37. Thompson, A., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
38. Tsai, C.-C., & Chai, C. S. (2012). The "third"-order barrier for technology-integration instruction: Implications for teacher education. Australasia Journal of Education Technology, 28(6), 1057-1060.
39. Voogt, J., Fisse, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge-a review of the literature. Journal of Computer Assisted Learning,. doi: 10. 1111/j. 1365-2729. 2012. 00487. x.
40. Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.