Guoyuan Sang

TL;DR: Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender, and could be directly predicted on the base of teacher thinking variables, and indirectly by the gender of the student teachers.

TL;DR: This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons and developed an overarching model to present how these key themes related to each other.

TL;DR: The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts.

TL;DR: The research further explores the relationships among TPACK factors, CB and DD through structural equation models and reveals that DD consistently predict both pre-service and in-service teachers’ TPACK and this provide support about the importance of design disposition for TPACK advancement.

TL;DR: This study offers an alternate perspective by examining predictors of pre-service teachers’ uptake of Web 2.0 technologies in China by hypothesising an eight-factor research model and finding that perceived usefulness, perceive enjoyment, subjective norm, technological pedagogical and content knowledge, and facilitating conditions had statistically significant direct effects on intention to use Web 2-0 technologies.