Validation and profile of Chinese pre-service teachers' technological pedagogical content knowledge scale

Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and validation of the Chinese pre-service teachers’ technological pedagogical content knowledge (CTPCK) scale are described in this article. The sample was split into two subsamples on random basis (n1 = 229, n2 = 207) for the purpose of conducting (1) exploratory factor analysis (EFA) and (2) confirmatory factor analysis (CFA), respectively. After the EFA, the CTPCK scale excluded six items and included eight factors with 42 items. Reliability and correlations were discussed. The findings revealed that the CTPCK scale was a valid and reliable instrument for measuring the TPACK of Chinese pre-service teachers’ knowledge with or without linking educational technology

Seamless Language Learning: Second Language Learning with Social Media

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three key features of the language learning approach, namely, authenticity, contextualization and socialization. How these features are related to the communicative approach of language learning are subsequently explicated. This is followed by further explication on how the notion of seamless language learning could inform learning designers and learners in synergizing the desired characteristics of language learning together. Eventually, we propose the SMILLA (Social MedIa as Language Learning Artifacts) Framework to operationalize seamless language learning with the use of social media. A case of seamless language learning environment design known as MyCloud will be described to illustrate the practicality of the SMILLA Framework

Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM)

This study assesses the pre-service teachers' self-reported future intentions to use technology in Singapore and Malaysia. A survey was employed to validate items from past research. Using the Technology Acceptance Model (TAM) as a research framework, 495 pre-service teachers from Singapore and Malaysia responded to an 11-item questionnaires containing four constructs: intention to use (ITU), attitude towards computer use (ATCU), perceived usefulness (PU), and perceived ease of use (PEU). Structural equation modelling (SEM) was employed as the main method of analysis in this study. A multi-group analysis of invariance was performed on the two samples. The results show that configural and metric invariance were fully supported while scalar and factor variance invariance were partially supported, suggesting that the 11-item measure of the TAM may be robust across cultures and that the factor loading pattern and factor loadings appeared to be equivalent across the cultures examined. While all the paths in the structural model were significant, the variance accounted for in the dependent variable (ITU) was much larger in the Malaysian sample relative to the Singaporean sample

Chapter 38 Learning Analytics

In this chapter, we present an overview of the field by articulating definitions and existing models of learning analytics. Case examples of learning analytics from Asian researchers are then summarized and reported. This is followed by an exploration of the key tensions in this field. The chapter concludes with a discussion of potential areas for future research in this area

The Relationships among Chinese Practicing Teachers ’ Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT

This study aimed to investigate the relationships among practicing teachers ’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT through survey methodology. Participants were 396 high school practicing teachers from mainland China. The path analysis results analyzed via structural equation modelling technique indicated that the systemic relationships among these three types of beliefs were nested. Specifically, teachers ’ sophisticated beliefs about the source of knowledge were aligned with constructivist pedagogical beliefs and constructivist use of ICT, with one belief highly related to another

Seamless Language Learning: Second Language Learning with Social Media

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three key features of the language learning approach, namely, authenticity, contextualization and socialization. How these features are related to the communicative approach of language learning are subsequently explicated. This is followed by further explication on how the notion of seamless language learning could inform learning designers and learners in synergizing the desired characteristics of language learning together. Eventually, we propose the SMILLA (Social MedIa as Language Learning Artifacts) Framework to operationalize seamless language learning with the use of social media. A case of seamless language learning environment design known as MyCloud will be described to illustrate the practicality of the SMILLA Framework

Using Knowledge Building to Foster Conceptual Change

In recent years, there have been many exchanges of perspectives and debates in the field of conceptual change. Most of the classical views on conceptual change have been criticized, and there have been recent discussions around bridging the cognitive and socio-cultural approaches in the research on conceptual change. On the other hand, researchers and educators in the knowledge building communities have been working towards advancing the frontier of knowledge work and knowledge creation in education in order to cope with the challenges of an emerging knowledge society. In this paper, we examine some of the main principles of knowledge building in relation to fostering conceptual change with reference to specific examples. Specifically, we highlight the foundational goal of knowledge building with respect to conceptual change

A brief review on photoanode, electrolyte, and photocathode materials for dye-sensitized solar cell based on natural dye photosensitizers

The dye-sensitized solar cell is a promising alternative for a new generation of photovoltaic devices due to its lightweight, flexibility, low cost, environmentally friendly materials. One important aspect of the DSSC is the potential of using dyes found in flowers, leaves, and fruits to be used as they are cheap and easily attained. However, the photovoltaic performances of dye-sensitized solar cells are greatly dependent on the CR which can be attributed to dye molecular size, semiconductor nanostructures properties, interaction between the semiconductor and dye, semiconductor/dye/electrolyte resistance, and dye aggregation (Narayan 2012). This paper briefly reviews recent developments in DSSC using natural dye photosensitizers, photoanode materials, various phases of the electrolytes, and nonmetal photocathode materials

A comparison of the clinical, laboratory and epidemiological features of two divergent subpopulations of Plasmodium knowlesi

Plasmodium knowlesi, a simian malaria parasite responsible for all recent indigenous cases of malaria in Malaysia, infects humans throughout Southeast Asia. There are two genetically distinct subpopulations of Plasmodium knowlesi in Malaysian Borneo, one associated with long-tailed macaques (termed cluster 1) and the other with pig-tailed macaques (cluster 2). A prospective study was conducted to determine whether there were any between-subpopulation differences in clinical and laboratory features, as well as in epidemiological characteristics. Over 2 years, 420 adults admitted to Kapit Hospital, Malaysian Borneo with knowlesi malaria were studied. Infections with each subpopulation resulted in mostly uncomplicated malaria. Severe disease was observed in 35/298 (11.7%) of single cluster 1 and 8/115 (7.0%) of single cluster 2 infections (p = 0.208). There was no clinically significant difference in outcome between the two subpopulations. Cluster 1 infections were more likely to be associated with peri-domestic activities while cluster 2 were associated with interior forest activities consistent with the preferred habitats of the respective macaque hosts. Infections with both P. knowlesi subpopulations cause a wide spectrum of disease including potentially life-threatening complications, with no implications for differential patient management