Search results for author:"Jung Jin Kang"
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World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 941–945
Teacher education programs have provided online courses for in-service teachers because of their effectiveness, the demands of society and students, and so on. Online learning in teacher education program has a lot of advantages if educators use in...
Examining Successful Online Community and the Participants with a Triangular Prism Activity Systems Model
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2526–2530
I-online learning community (IOLC) is designed for Korean elementary school teachers to share, improve, and create educational knowledge, resources, and ideas. This IOLC, which provides online and offline learning opportunities, has been regarded as ...
How instructors develop their beliefs, knowledge, and practice as they teach online professional development (OPD) courses
(2013) pp. 1–225
This study investigated how three instructors developed their professional learning of beliefs, knowledge, and practice by examining their professional learning processes using constructive, social constructive, and transformative theoretical...
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 2092–2098
This study examined one university instructor’s professional learning of her knowledge and beliefs and how this learning impacts her practice in teaching one online course. The online course, which includes online learning, online discussions, and...
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 1 (March 2014) pp. 54–71
Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2340–2344
This paper reports on a case study that examined an instructor’s experiences and roles in a blended course during one semester in a large Midwestern university. The purpose of this study was to explore instructors' roles in blended learning...
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2267–2270
In order to design and provide effective blended learning environment to student teachers, program designers should understand their student teachers and the course system based on their activities. Activity theory helps researchers examine how the...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4835–4839
This paper describes key factors affecting faculty adoption of educational technology and the implications for faculty professional development programs. Organizational support; Technology leadership, Training and Development, and Resources are...
International Journal of Information and Communication Technology Education Vol. 8, No. 2 (April 2012) pp. 81–93
This paper reviews relevant literature on the concept and design of blended learning in Teacher Preparation Programs (TPPs). First, the authors define blended learning in this context and explained an activity system as an analytical framework....
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 232–235
The activity system framework is very useful to examine the effectiveness of blended learning because the framework explains what components should be included and examined by research. This paper reviews relevant literature on the concept and...
Developing a TPACK assessment framework for evaluating teachers’ knowledge and practice to provide ongoing feedback
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 1980–1983
This paper reports findings from investigations of visual artifacts (teachers’ surveys, interviews, and video clips) of Chinese teachers teaching English in China. The authors constructed a Technological Pedagogical Content Knowledge (TPACK)...