The study reported in this thesis aimed to generate an understanding of the perspectives of Chinese language teachers in Singapore on the use or TPACK in their teaching or Chinese-as-a-Second-Language at the secondary school level, with particular reference to the use of information and communications technology (ICT). It is an interpretive study which adopted semi-structured interviews to address this aim. Steps were taken lo explore as diverse a range of perspectives as possible within clearly-defined sailings. Results revealed that necessity, situated context, adaptations or technologies, and variations in teachers' levels or competence in TPACK influence the planning of ICT-use lessons.
|Qualification||Doctor of Philosophy|
|Award date||12 Dec 2016|
|Publication status||Unpublished - 2016|