This study aimed to investigate the differences between pre-service teachers' (PSTs) perceived TPACK given the different clusters of their epistemic beliefs collected via a questionnaire. The responses gathered from 807 Chinese PSTs were utilised to elicit such a relationship. All of the participants responded to the Pre-service Teachers'…

This study aimed to investigate differences in junior and senior (categorised by their years of teaching experience) elementary school teachers' perceptions of the Technological Pedagogical Content Knowledge -- Games (TPACK-G), attitudes towards game, and actual teaching usage. It also aimed to probe how each of the two groups' TPACK-G perceptions…

We engaged 47 eighth-grade students in a newly developed learning environment that integrates mobile augmented reality (AR) technology to support students' learning of nuclear energy use and radiation pollution, a topic related to a socioscientific issue (SSI) that involves complex reasoning considering scientific evidence and multiple…

To help students build twenty-first century learning skills, teachers must have reasonable perceptions about twenty-first century learning. To investigate Chinese teachers' perceptions of twenty-first century learning competencies (TP21CLC), we conducted a survey (N = 340) using the questionnaire "Teachers' Perceptions of 21st Century…

This study adapted a questionnaire design to survey six identified core dimensions of twenty-first-century learning among China high school students. The core dimensions are learning processes that include collaborative learning, self-directed learning, meaningful learning with ICT; and higher order thinking processes including critical thinking,…

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 preschool teacher education in the area of educational technology until the recent emergence of the…

Contemporary preschool teachers should be considered to have the abilities required to integrate technology into their teaching. Hence, how to integrate technology into preschool teachers' pedagogical content knowledge is an important issue. The current study hypothesizes that preschool teachers' perceptions of classroom authority could be one of…

This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 365 college students in Taiwan who all majored in early childhood care and pre-school education. Some of them were preservice pre-school teachers (n=185), and the rest…