Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology
Author:
Affiliation:
1. School of English Studies, Sichuan International Studies University, Chongqing, China
2. Faculty of Education, University of Macau, Macao, Macao
Funder
Panel on Research Ethics of University of Macau
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2021.2013396
Reference89 articles.
1. Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers
2. Teachers in a World of Change: Teachers' Knowledge and Attitudes towards the Implementation of Innovative Technologies in Schools
3. Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language
4. Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies
5. Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures
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