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pro vyhledávání: '"Jun Jie Tseng"'
Publikováno v:
Computer Assisted Language Learning. 35:948-971
Research on TPACK has been burgeoning recently. Some review studies in the field of educational technology have indicated issues and trends in TPACK research conducted in the past decades. However,...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::73a48653eb321a55818d398b054763b3
https://doi.org/10.1080/09588221.2020.1868531
https://doi.org/10.1080/09588221.2020.1868531
Publikováno v:
Computers & Education. 128:171-182
Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in relation to integrating technology into teaching. However, whether this theoretical concept exists in practice remains contentious. To ascertain the nature of TPA
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3b2e037052947c7b99f8fc4f6e65fd3
https://doi.org/10.1016/j.compedu.2018.09.022
https://doi.org/10.1016/j.compedu.2018.09.022
Autor:
Jun Jie Tseng
Publikováno v:
Computer Assisted Language Learning. 31:390-412
Technological pedagogical content knowledge (TPACK) proposed by Mishra and Koehler is a theoretical construct of teacher knowledge that describes how teachers teach subject matter content using cer...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8636aa016fb2ef67af5dbbf734e29bb
https://doi.org/10.1080/09588221.2017.1412324
https://doi.org/10.1080/09588221.2017.1412324
Autor:
Jun Jie Tseng
Publikováno v:
Computer Assisted Language Learning. 29:302-315
Researchers have been keen to develop instruments for the assessment of teachers’ self-perceived technological pedagogical content knowledge (TPACK); however, few studies have been conducted to validate such assessment tools through students’ per
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c6ad946b10bd3ca83ad8b9c87c9bb35a
https://doi.org/10.1080/09588221.2014.941369
https://doi.org/10.1080/09588221.2014.941369
Publikováno v:
Computer Assisted Language Learning. 29:127-147
Due to its continuous advancement, web conferencing technology is increasingly being integrated into foreign language education; thus, teachers are able to carve out a niche by providing learners with an opportunity to learn a foreign language at a d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1876c018e71eff0bd34062c6f3e6d09a
https://doi.org/10.1080/09588221.2014.903978
https://doi.org/10.1080/09588221.2014.903978
Autor:
Jun Jie Tseng
Publikováno v:
Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy.
A major indicator of whether online courses have been effective and successful is student satisfaction. Copious research points to lack of interaction as the most cited reason for student dissatisfaction. To improve this problem, new Computer-Mediate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f02a68c40e851d9f983c2ac3c2b4138c
https://doi.org/10.14705/rpnet.2015.000388
https://doi.org/10.14705/rpnet.2015.000388
Autor:
Jun Jie Tseng
Publikováno v:
CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands.
Technological pedagogical content knowledge (TPACK) has received much attention recently, serving as a lens to examine the ways in which teachers integrate technology into teaching. Questionnaire instruments have been developed to examine teachers’
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8b6957d3dbee5b10748703699d570c0e
https://doi.org/10.14705/rpnet.2014.000249
https://doi.org/10.14705/rpnet.2014.000249
Publikováno v:
Australasian Journal of Educational Technology. 29
Three-dimensional (3-D) multi-user virtual environments (3-D MUVEs) have been used to provide language learners with realistic scenarios in which verbal and non-verbal interactions are simulated. However, little is known of the underlying factors tha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::115c7c1ca7ed5b66271fa0ca2a4424fc
https://doi.org/10.14742/ajet.283
https://doi.org/10.14742/ajet.283
Publikováno v:
Australasian Journal of Educational Technology; 2013, Vol. 29 Issue 3, p357-371, 15p, 3 Color Photographs, 1 Diagram, 1 Chart