Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

By Min‐Hsien Lee, Chin-Chung Tsai. 2010

635 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/ca63ec0d406ff5220abcd0a0d570461136070cd2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jason T. Abbitt
2. Ching Sing Chai
3. Joyce Hwee Ling Koh
4. Chin-Chung Tsai
5. Matthew J. Koehler
6. Evrim Baran
7. T. S. Shin
8. Punya Mishra

In Gender Studies

1. Jason T. Abbitt
2. Ching Sing Chai
3. Joyce Hwee Ling Koh
4. Lynde Tan
5. Punya Mishra
6. Matthew J. Koehler
7. Charles R. Graham
8. Chin-Chung Tsai

In Information Systems

1. Ching Sing Chai
2. Jason T. Abbitt
3. Joyce Hwee Ling Koh
4. Evrim Baran
5. Lynde Tan
6. Punya Mishra
7. Matthew J. Koehler
8. Charles R. Graham

Citations in the corpus

• Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, methodology): “Several survey instruments were reviewed (e.g. Archambault & Crippen, 2009; Graham et al., 2009; Lee & Tsai, 2010; Schmidt et al., 2009).”
• Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, methodology): “…and those that have been validated through exploratory or confirmatory factor analyses with large sample respondents generically report difficulty with isolating all seven constructs proposed byMishra and Koehler (2006) (see Archambault & Barnett, 2010; Koh, Chai, & Tsai, 2010; Lee & Tsai, 2010).”
• Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey (2010, background): “Weak relationships between TPACK perceptions and age Lee and Tsai (2010) also found weak negative correlations between age and TCK (r = -0.”
• The Technological Pedagogical Content Knowledge Framework (2014, background): “Technological Pedagogical Content Knowledge - Web (TPCK-W) consists of knowledge of TPACK components content and pedagogy, and in place of general technology, the World Wide Web (Lee & Tsai, 2010 ) .”
• Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “This, without any doubt, leads to constant challenges in teacher beliefs, judgments, interpretations, assumptions, and expectations (Coppola et al., 2002; Lee & Tsai, 2010).”
• A Review of Technological Pedagogical Content Knowledge (2013, background): “Lee and Tsai (2010) created a 6 factors 30-items survey to study Taiwanese teachers' self-efficacy of web-based TPACK (N = 558).”
• Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education (2011, methodology): “As the popularity of this frame work has grown, so has the use ofTPACK in research and evaluation studies in K -12 and higher education contexts, including investigations of the uses of the World Wide Web (Lee & Tsai, 2010), online teaching and learning (Archambault, 2008; Archambault & Crippen, 200”
• The "third"-order barrier for technology-integration instruction: Implications for teacher education (2012, background): “In recent years, research efforts have been devoted to exploring teachers’ technological pedagogical content knowledge (TPACK) (Chai, Koh, Tsai & Tan, 2011; Lee & Tsai, 2010; Mishra & Koehler, 2006).”