One challenge of online learning is that students do not necessarily follow the designed learning activities. Thus, how students perceive these activities and regulate their online learning is critical. This study examined the bidirectional relationship between OSRL and perceptions of learning activity design using a cross-lagged model. The Interactive, Constructive, Active, Passive (ICAP) framework was used to classify learning activities. A total of 200 Chinese undergraduates participated in a questionnaire examining OSRL and their perceptions of learning activities twice. The results revealed that OSRL at time point 1 (T1) predicted perceived active activities (but none of the other three types of activity) at time point 2 (T2), while perceiving any type of learning activity at T1 did not predict OSRL at T2. These findings imply that participants did not perceive the learning activities of the same course in the same way; their perceptions of active activities depended on their OSRL.

Students’ interest in science, technology, engineering, and mathematics (STEM) tends to decline as they reach high school. Among the factors to which this decline is attributed are the perceptions about the lack of communality and creativity in STEM. To address this problem, we implemented an 8-week STEM-based community service program where high school students learned about STEM and community service. The students were asked to design possible solutions to problems faced by people from disadvantaged groups (e.g., visually impaired people). Using the post-test data from 275 high school students who participated in the program, we examined a model of empathy predicting STEM interest via creative thinking. Results of mediation analysis showed that empathy predicted STEM interest through creative thinking. The findings provided support for the important roles of empathy and creative thinking in the promotion of STEM interest. This information can be used as a basis for designing STEM-based community service programs for the enhancement of students’ interest in learning STEM.

Virtual reality (VR), which is regarded as one of the important educational technologies in recent years, has become more popular to be adopted in teaching and learning contexts in Hong Kong. The present study investigated the changes in teachers’ pedagogical and technological knowledge, attitude and satisfaction after attending a teacher training course on the educational use of VR. Participants were 29 in-service teachers in Hong Kong taking the course. Data were collected from the pre- and post-participation in the course by using four scales: (i ) Pedagogical and Technological Knowledge, (ii) Technological Knowledge, (iii) Positive Attitude towards Harnessing VR, and (iv) Teacher Satisfaction. The results showed good reliability of the scales and significant differences between the pre-test and post-test on using VR in their teaching. Participants had significant improvement in the knowledge of the VR technology and the ICT integration after the training course. They also showed a positive attitude towards harnessing VR in their teaching. Since the factor of content knowledge was not significant in the present study, we will reinforce the teacher training course based on the subject content via school-based development. Thus, the teaching training package will be more comprehensive and suitable for training teachers to adopt VR in practice.

This qualitative study reports the results of a phenomenographic analysis of students’ conceptions of Interactive Spherical Video-based Virtual Reality (ISVVR) supported Chinese writing. In the study, six Grade-9 students in Hong Kong participated in an ISVVR supported Chinese writing learning program. Data were collected through semi-structured interviews. Three qualitatively different themes related to ISVVR supported Chinese writing learning were revealed: 1) purpose of learning Chinese writing, 2) use of ISVVR to improve Chinese writing, and 3) motivation of using ISVVR to learn Chinese writing. Different conception categories of the themes form a hierarchy and show a trajectory that writing paradigm shifts from learner-oriented to author-oriented. This study offers an empirical reference for teachers and researchers to have a closer look at students’ conceptions of Chinese writing and ISVVR supported Chinese writing.

The purpose of this study was to engage Indonesian English teachers in designing lessons for multimodal learning. Given that technological pedagogical content knowledge (TPACK) is the emerging framework that accounts for teachers’ professional expertise, this study attempts to address how to support the teachers to develop TPACK through the learning by design approach. In this study, 36 Indonesian high school English teachers participated in the teacher professional development (TPD) workshop, and 28 of them completed the pre-and-post surveys that measured teachers' perceived efficacy to apply TPACK for multimodal literacy. Paired-sample t-tests revealed that all seven factors changed significantly after the workshop, indicating the positive efficacy of TPD. Overall, our findings show that when TPD is designed with the co-design principles and relevant scaffolds, it can be effective for raising teachers’ competency in designing technology-integrated lessons and producing positive changes in teachers’ efficacy.

This study investigates the relationships between students' perceptions and their online behaviors after they were engaged in collaborative knowledge building activities for social studies. One hundred and seventy seven Singapore primary three and primary four students participated in this study and the results show that when interpreting students' collaborative knowledge building, their perceptions about knowledge play an important role. Students who possess a questioning attitude about the knowledge from text books or experts are likely to search for more available audio-visual resources.

The technological pedagogical content knowledge (TPACK) framework has been accepted as a powerful framework to examine ICT integration in the classroom. However, nearly a decade of TPACK research has not documented clearly how teachers synthesize the different aspects of their existing technological, pedagogical and content knowledge into a new form of knowledge to support ICT-integrated lessons. This study unpacks how teachers and researchers who are collectively engaged in lesson design sessions by putting their existing knowledge together through talk and jointly designing new TPACK to support pedagogical change in a school-based context. The study found that to do so, TPACK transformations need to occur in the areas of pedagogy, content, and technology through iterative problem-solving. The study indicates that such kinds of design efforts are potentially very important to develop deep pedagogical understanding among teachers.

This study explored primary school students’ conceptions of and approaches to knowledge building using a phenomenographic method. A total of 48 students participated in present study. Five qualitative conceptions of knowledge building, namely “building up knowledge,” “sharing ideas,” “obtaining ideas,” “discussing ideas” and “improving ideas,” and five approaches to knowledge building, namely “seeking for the related information,” “contributing what I know, ” “receiving more ideas,” “discussing ideas for better understanding” “getting feedback for making ideas refined” were revealed. These different and hierarchically related categories show the perspectives as experienced by the students. The results indicated that the students with fragmented conceptions tended to use surface approaches while those with cohesive conceptions tended to adopt deep approaches

Integrating InfoComm Technology (ICT) into teaching and learning poses challenges for teachers, such as the lack of know-how, self-efficacy and time to design interventions. A possible solution is the design of sound Technology-Enhanced Learning (TEL) environments with relevant content and pedagogical tools to reduce teachers' design efforts. Technological pedagogical content knowledge (TPACK) could be used as a framework for understanding how teachers could integrate ICT into classrooms. Originally developed for informing teacher development, recent scholars called for ‘repurposing’ the framework to guide the design of TEL that encapsulate holistic TPACK knowledge. We therefore employed TPACK to design the TEL environment of ‘MyCLOUD’ to advance the use of mobile and cloud technologies for seamless Chinese Language learning. In this paper, we unpack how the distributed TPACK resources has contributed to the design of MyCLOUD. The analysis is accomplished through our coding and consolidation of 42 researcher-teacher meeting minutes throughout the developmental period where rounds of design-implementation-reflection- redesign process were jointly carried out by the participants. This is followed by a study of students’ perceived usability of the platform. This study therefore demonstrates how the development of TEL can be attained by leveraging TPACK as a basis of technical design.

Technological Pedagogical Content Knowledge (TPACK) has been used as a conceptual framework for understanding how teachers harness various domains of knowledge for technology integration. Guided by the research goal of discerning how a teacher’s ICT integration effort can co-evolve with interactions between technology, pedagogy and content knowledge, we examine, in this paper, a Chinese language teacher’s evolving TPACK on seamless learning (continuity of learning moments across locations, time, technologies and social settings) via the complexity constructs of distribution, enaction and emergence. Complexity theory is employed as it foregrounds the interconnectedness of constituents in a learning ecology, paralleling the philosophy that the three TPACK knowledge bases should be studied in totality. The research questions are: (a) How was the knowledge of seamless language learning distributed in the process of knowledge creation? (b) How was the integration of technological, pedagogical and content knowledge enacted during the seamless language lessons? (c) What emerged as a result of the complex interactions between technological, pedagogical and content knowledge? Data is drawn from interview transcripts, student artefacts, meeting minutes, lesson plans as well as fieldnotes collected over two years’ of lesson observations and professional development sessions. Our analysis attenuates two findings that are underplayed in the TPACK literature on language learning: 1) the integration of formal and informal learning activities, which can be enhanced by affordances of technological platforms, is pivotal for encouraging output (artefacts); 2) building a participatory culture offers students more opportunities for sustained and self-organised peer learning. The paper concludes with the discussion on the pedagogical implications of findings and future directions for research.

This paper presents “Move, Idioms!”, a Mobile-Assisted Language Learning design that emphasizes learners‟ habit of mind and skills in making meaning with their daily encounters, and associating those with the knowledge learned at the formal classes. The students used smartphones on a 1:1, 24x7 basis to take photos in real-life contexts related to Chinese idioms, made sentences with the idioms, and posted them onto a wiki space for peer reviews. In this paper, we focus on investigating students‟ cognitive processes and patterns in artifact creation. Through two case studies, we gained better understanding of how (1) physical settings in the informal contexts, (2) parental support, and (3) technology facilitated students‟ meaning making in their daily life. We hope to contribute to the literature of mobile learning by exploring virtually limitless learning opportunities that informal contexts and parental involvement may offer to learners.

This study investigates the impacts of knowledge building on students’ views on collaboration. Participants were 53 fifth graders. Data mainly came from students’ online activities and pre-post interview with regard to students’ view on collaboration. Findings indicate that engaging students in knowledge building helped broaden students’ view of collaboration, enabling them to see collaboration not just from a task-driven, group-based perspective, but also from a more idea-centered perspective.

It is widely recognized that positive reading attitude affects reading performances [1]. As such, the aim of this study is to examine the effect of a reading program that leverage on social networking tool Facebook on reading attitude. Reading attitude is affected by personal beliefs, social beliefs and reading experiences [2]. In this study, pupils in the treatment group were required to post book reports onto Facebook which provided them with peers support and social purpose for reading and sharing their reading experiences with peers. Pre- and post- test were administered using Elementary Reading Attitudes Survey (ERAS) before and after the implementation of Facebook reading program. The result of the study shows that the treatment group developed a more positive attitude towards reading of Chinese story books than control group.

This paper discusses the findings of the collective case study of two primary schools in Singapore. It is part of a larger funded research project that examines and analyses where and how IT is integrated in Singapore schools to develop pupils' higher order thinking skills. The focus of this paper is on the IT classroom management issues that create a conducive environment to support the effective integration of IT in the schools. In such an environment, pupils are more likely to be task-oriented and reflective, and hence, more likely to engage in higher order thinking. These issues include the establishment of rules and procedures, availability of IT resources, conduct and management of IT-based activities, and division of labour among participants.