Shonn Cheng

National Taipei University of Technology

In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Oh...

Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element whe...

The purpose of the current study is to investigate teachers' digital content evaluation (DCE) competency as a combined set of teachers' intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed-methods design to examine 102 in-service teachers’ experiences in a one-yea...

The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We e...

Much research has been conducted on the relations between teacher beliefs, in terms of expectancies and values, and teaching with technology. However, findings have been inconsistent. Some studies reported that expectancies mattered more for teaching with technology, while others found that values played a more crucial role, and still others found...

This study investigated how pre-service teachers’ technology integration knowledge changed as a result of participating in an online educational technology course for a semester in the Fall of 2020 and the Spring of 2021. The pre-service teachers’ technology integration knowledge development was assessed through their self-reported technological pe...

Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers' technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to concept...

In this study, we investigated differences in teachers' perceptions of the teacher-child relationship from kindergarten through second grade as a function of child race and gender from the perspective of critical race theory and the cultural synchrony hypothesis. Given the extensive evidence of White privilege and anti-Black racism in the US educat...

This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast...

Adverse childhood experiences (ACEs) should be considered as context for assessment and diagnosis of depression, anxiety, and behavioral problems for youth aged 0–18. The researchers conducted a cross‐sectional study, using the public data set from the 2017–2018 National Survey of Children's Health, which represented 52,000 households of a national...

Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self‐placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessar...

This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children’s academic and behavioral difficulties have been shown to...

The goal of this study was to identify achievement emotion profiles and environmental barriers vocational college students encountered in online learning environments. The individual antecedents and outcomes of achievement emotion profiles were also examined. Latent profile analysis revealed three distinct profiles: Blends of Negative Emotions, Non...

The purpose of this study was to examine how pre-service teachers' competence beliefs, value beliefs, pedagogical beliefs, and their intention to integrate technology were related to one another. The sample was composed of 137 pre-service teachers from 22 schools in Taiwan. Using path modeling, the current study found that there was an interaction...

Background Children born of low birth weight (LBW) and/or premature may have developmental delays and difficulties. The vulnerability, without early intervention, would have detrimental lifelong effects. Objectives This study examined 1) the relationship between LBW and prematurity and the occurrence and timing of children’s receipt of development...

This study examined changes in teachers' perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United states. the results of vari...

The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastinat...

Educational Impact and Implications Statement The study identified 6 groups of high-school students who possess unique motivational characteristics, ranging from amotivated to externally regulated, balanced demotivated, moderately motivated, balanced motivated, and autonomously motivated. The results showed that the changes in high-school students’...

National policy and litigation have been a catalyst in many states for expanding personal outcomes for people with intellectual and developmental disabilities (IDD) and have served as an impetus for change in state IDD systems. Although several metrics are used to examine personal outcomes, the National Core Indicators (NCI) In-Person Survey (IPS)...

The purpose of this study is to examine the relationship between competence beliefs, value beliefs, pedagogical beliefs and teachers’ technology integration. The sample includes two hundred and five in‐service teachers from 121 schools in Taiwan. Using the latent moderated structural equations approach, this study finds that there is a synergistic...

This study examined the relationship among motivation, engagement, and academic performance through a person-centered research approach. Participants included 10,527 students in grades 9 to 12 from twenty public high schools across the state of Ohio in the United States. Latent profile analysis revealed seven profiles of academic motivation includi...

The purpose of this study is to examine the relationships between teachers’ ability beliefs, expectancy beliefs, value beliefs, and technology integration based upon expectancy-value theory of motivation. The results of confirmatory factor analysis and structural equation modelling show that teachers’ value and competence beliefs about technology i...

While the United States federal government and the main teacher education accreditation organization push for the inclusion of technology in teacher education across the curriculum, little attention has been paid to understanding the technology competencies and behaviors of teacher educators. This study explores this gap by investigating what direc...

The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non-intervention settings. One-hundred and nine in-service teachers from elementary to high schools participate in this study. Our findings reveal that compared...

There has been a growing demand for technology integration evaluation to track subsequent impacts of projects on participants’ instructional practice and student outcomes. As a response, this study aims to design a systemic evaluation framework and validate associated instruments. We conducted a review of literature. Based upon the findings of the...

Identity is a dynamic social process that can influence students’ engagement in online learning. In peer-moderated online collaborative learning, students switch between two institutional identities, facilitator and participant. These socially-situated identities are developed via computer-mediated discourse. In this study, we theorized the process...

The purpose of this present study is to investigate the effect of motivational and presage variables on teachers’ technological, pedagogical, and content knowledge (TPACK) in the context of technology professional development (TPD). This program was established for developing teachers’ competence in technology integration. 108 in-service teachers p...

This mixed-method study investigated teachers’ experience in a one-year technology professional development program with foci on TPACK, blended learning, and a community of catalyst teachers. The findings suggest that this model of technology professional development were effective to improve teachers’ TPACK and maintain their motivation for techno...

In this study we designed and implemented a one-year professional development program that focused on evaluating digital content. 171 teachers from 5 schools districts across central Ohio participated in this study. The results revealed that teachers’ TPACK and self-efficacy increased across time during the PD program, suggesting that training teac...

This mixed-method study examines 171 in-service teachers’ experiences in the one-year digital content evaluation professional development program. The program was funded by Ohio Department of Education. Specifically, the study investigates the teachers’ perceived values of digital content evaluation and the way in which they develop evaluation comp...

The present study reported a professional development intervention where teachers were trained about how to evaluate digital content and technologies. 158 in-service teachers participated in this project. Both correlation and regression results revealed the significant role of self-efficacy on TPACK. With a professional development program focusing...

The purpose of this qualitative study was to explore how digital games supported experiential learning in the area of financial literacy, how experiential educational games should be designed, and which online games integrated experiential learning to enhance learning outcomes in the area of financial literacy. There has been an epidemic of financ...

This presentation will examine parental involvement in children's literacy development. The disjuncture between school, family, and community has resulted in widespread academic failure among disenfranchised students (Glazier, 2007). The illegitimate status of knowledge, culture, and languages brought to school by these children begets their abhorr...

A plant-based diet provides us enough energy and appropriate amount of carbohydrate, fat, protein, saturated fat, cholesterol, fiber, iron and calcium as long as you eat well-balanced. Because of complementary energy proportion of plant foods, when plant foods are combined to be consumed, they can neutralize our energy proportion, that is, to corre...