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Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach
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Koh, Joyce Hwee Ling; Chai, Ching Sing; Tsai, Chin-Chung – Instructional Science: An International Journal of the Learning Sciences, 2013
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 this, very little is understood about the inter-relationships between these constructs, especially how…
Descriptors: Teacher Attitudes, Pedagogical Content Knowledge, Information Technology, Expertise
Modeling Primary School Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) for Meaningful Learning with Information and Communication Technology (ICT)
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Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung; Tan, Lynde Lee Wee – Computers & Education, 2011
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. However, this framework has yet to be successfully validated through survey instruments. This paper…
Descriptors: Structural Equation Models, Construct Validity, Validity, Knowledge Base for Teaching
Examining Preservice Teachers' Perceived Knowledge of TPACK and Cyberwellness through Structural Equation Modeling
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Chai, Ching Sing; Koh, Joyce Hwee Ling; Ho, Hsin Ning Jessie; Tsai, Chin-Chung – Australasian Journal of Educational Technology, 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 teachers' perceptions of the constructs pertaining to technological pedagogical content knowledge…
Descriptors: Factor Analysis, Internet, Web 2.0 Technologies, Preservice Teachers
Assessing the Dimensionality of Computer Self-Efficacy among Pre-Service Teachers in Singapore: A Structural Equation Modeling Approach
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Teo, Timothy; Koh, Joyce Hwee Ling – International Journal of Education and Development using Information and Communication Technology, 2010
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-reported ratings on a 7-point Likert-type scale. Exploratory factor analysis (EFA) was performed on an initial sample (N = 354) and the result revealed that pre-service teachers'…
Descriptors: Computer Literacy, Self Efficacy, Preservice Teachers, Structural Equation Models
Explaining the Intention to Use Technology among Student Teachers: An Application of the Theory of Planned Behavior (TPB)
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Teo, Timothy; Lee, Chwee Beng – Campus-Wide Information Systems, 2010
Purpose: This paper aims to examine pre-service teachers' self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. Design/methodology/approach: In total, 157 student teachers completed a survey questionnaire measuring their responses to four constructs in the TPB. These were…
Descriptors: Behavior Theories, Student Teachers, Structural Equation Models, Interests
Modelling Pre-Service Teachers' Perceived Usefulness of an ICT-Based Student-Centred Learning (SCL) Curriculum: A Singapore Study
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Teo, Timothy; Lee, Chwee Beng; Chai, Ching Sing; Choy, Doris – Asia Pacific Education Review, 2009
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 study, perceived usefulness was used as the dependent variable and perceived competence, course…
Descriptors: Foreign Countries, Educational Environment, Preservice Teachers, Student Centered Curriculum