TPACK in Special Education Schools for SVI: A Comparative Study between Taiwanese and Chinese In-service Teachers

References

• Anderson, S., Grifith, R., & Crawford, L. (2017). TPACK in special education: Preservice teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1), 97–127.
   Google Scholar
• Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168.
   Web of Science ®Google Scholar
• Banas, J. R. (2010). Teachers’ attitudes toward technology: Considerations for designing pre-service and practicing teacher instruction. Community & Junior College Libraries, 16(2), 114–127.
   Google Scholar
• Bouck, E. C., Joshi, G. S., Meyer, N., & Schleppenbach, D. (2013). Accessing algebra via MathSpeak: Understanding the potentials and pitfalls for students with visual impairments. Journal of Special Education Technology, 28(1), 49–63.
   Google Scholar
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of Technological, Pedagogical, Content Knowledge (TPACK). Asia-Pacific Education Researcher, 20(3), 595–603.
   Web of Science ®Google Scholar
• Chen, Y. H., & Jang, S. J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: a study on taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79–91.
   Web of Science ®Google Scholar
• Chen, Y. H., & Jang, S. J. (2019). Exploring the relationship between self-regulated learning and TPACK of taiwanese secondary in-service teachers. Journal of Educational Computing Research, 57(4), 978–1002.
   Web of Science ®Google Scholar
• Chen, Y. H., Jang, S. J., & Chen, P. J. (2015). Using wikis and collaborative learning for science teachers' professional development. Journal of Computer Assisted Learning, 31(4), 330–344.
   Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Academic Press.
   Google Scholar
• Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60–69.
   Google Scholar
• Deng, L., Chen, Y. H., & Li, S. C. (2017). Supporting cross-cultural online discussion with formal and informal platforms: a case between hong kong and taiwan. Research and Practice in Technology Enhanced Learning (Online), 12(1), 5.
   PubMedGoogle Scholar
• Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.
   Google Scholar
• Herzberg, T. S., Rosenblum, L. P., & Robbins, M. E. (2016). Results of an online refresher course to build braille transcription skills in professionals. Journal of Visual Impairment & Blindness, 110(4), 269–273.
   Web of Science ®Google Scholar
• Huang, K. Y., & Chiang, F. K. (2016). A quantitative survey of TPACK in special education schools for visually impaired children in China. Unpublished manuscript, Department of Special Education, National Tsing Hua University, Taiwan.
   Google Scholar
• Jacko, V., Choi, J. H., Carballo, A., Carlson, B., & Moore, J. E. (2015). A new synthesis of sound and tactile music code instruction in a pilot online braille music curriculum. Journal of Visual Impairment & Blindness, 109(2), 153–157.
   Web of Science ®Google Scholar
• Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.
   Web of Science ®Google Scholar
• Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327–338.
   Web of Science ®Google Scholar
• Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
   Google Scholar
• Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
   Google Scholar
• Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers& Education, 70, 222–232.
   Web of Science ®Google Scholar
• Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.
   Web of Science ®Google Scholar
• Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese in-service K12 teachers’ technology, pedagogy, and content knowledge. Journal of Educational Computing Research, 53(1), 55–74.
   Web of Science ®Google Scholar
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
   Web of Science ®Google Scholar
• Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., … Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4–24.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
   Web of Science ®Google Scholar
• Stangl, A., Kim, J., & Yeh, T. (2014). 3D printed tactile picture books for children with visual impairments: A design probe. In Proceedings of the 2014 Conference on Interaction Design and Children (IDC ’14), (pp. 321–324). New York, NY: ACM.
   Google Scholar
• Stoilescu, D. (2015). A critical examination of the technological pedagogical content knowledge framework: secondary school mathematics teachers integrating technology. Journal of Educational Computing Research, 52(4), 514–547.
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Tournaki, N., & Lyublinskaya, I. (2014). Preparing special education teachers for teaching mathematics and science with technology by integrating TPACK framework into the curriculum: A study of teachers’ perceptions. Journal of Technology and Teacher Education, 22(2), 243–259.
   Google Scholar
• Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge-A review of the literature. Journal of Computer Assisted Learning, 29, 109–121.
   Web of Science ®Google Scholar
• Wong, L. H., Chai, C. S., Zhang, X., & King, R. B. (2015). Employing the TPACK framework for researcher-teacher co-design of a mobile-assisted seamless language learning environment. IEEE Transactions on Learning Technologies, 8(1), 31–42.
   Web of Science ®Google Scholar
• Wong, M. E., & Law, J. S. (2016). Practices of assistive technology implementation and facilitation: Experiences of teachers of students with visual impairments in Singapore. Journal of Visual Impairment&Blindness, 110(3), 195–200.
   Web of Science ®Google Scholar
• Xu, J., Kent, M., Ellis, K., & Zhang, H. (2016). Using social media to advance the social rights of people with disability in China. In K. Ellis & M. Kent (Eds.), Disability and social media: Global perspectives (pp. 318–332). New York: Routledge.
   Google Scholar
• Zhang, S. S. (2015). Using information technology to enhance the effect of geography teaching for blind students. Journal of Modern Special Education, 2, 32–33.
   Google Scholar
• Zhou, L., Ajuwon, P. M., Smith, D. W., Griffin-Shirley, N., Parker, A. T., & Okungu, P. (2012). Assistive technology competencies for teachers of students with visual impairments: A national study. Journal of Visual Impairment & Blindness, 106(10), 656–665.
   Web of Science ®Google Scholar
• Zhou, L., Smith, D. W., Parker, A. T., & Griffin-Shirley, N. (2011). Assistive technology competencies of teachers of students with visual impairments: A comparison of perceptions. Journal of Visual Impairment & Blindness, 105(9), 533–547.
   Web of Science ®Google Scholar