2021, Volume 24, Issue 4

Special Issue on "Teacher Professional Development in STEM Education"

Guest Editor(s): Morris Jong, Yanjie Song, Elliot Soloway and Cathleen Norris

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Full Length Articles

Exploring University Students’ Preferences for AI-assisted Learning Environment: A Drawing Analysis with Activity Theory Framework

Chiu-Lin Lai

Learning Analytics for Investigating the Mind Map-Guided AI Chatbot Approach in an EFL Flipped Speaking Classroom

Chi-Jen Lin and Husni Mubarok

Development of an Adaptive Game-based Diagnostic and Remedial Learning System based on the Concept-effect Model for Improving Learning Achievements in Mathematics

Hui-Chun Chu, Jun-Ming Chen, Fan-Ray Kuo and Shu-Min Yang

Developing Adaptive Help-Seeking Regulation Mechanisms for Different Help-Seeking Tendencies

Chih-Yueh Chou and Chun-Ho Chang

Actualizing the Affordance of Mobile Technology for Mobile Learning: A Main Path Analysis of Mobile Learning

Bai-Li Hwang, Tzu-Chuan Chou and Chen-Hao Huang

Editorial

Teacher Professional Development in STEM Education

Morris Jong, Yanjie Song, Elliot Soloway and Cathleen Norris

Special Issue Articles

Teachers’ Professional Development with Peer Coaching to Support Students with Intellectual Disabilities in STEM Learning

Winnie Wing Mui So, Qianwen He, Irene Nga Yee Cheng, Theodore Tai Ho Lee and Wai Chin Li

Investigating Affordances and Tensions in STEM Applied Learning Programme from Practitioners’ Sensemaking

Yun Wen, Longkai Wu and Sujin He

Building STEM in Schools: An Australian Cross-Case Analysis

Garry Falloon, Michael Stevenson, Kim Beswick, Sharon Fraser and Vincent Geiger

Exploring Taiwanese Teachers’ Preferences for STEM Teaching in Relation to their Perceptions of STEM Learning

Chiu-Lin Lai

Design Principles for Effective Teacher Professional Development in Integrated STEM Education: A Systematic Review

Chung Kwan Lo

Teacher Professional Development on Self-Determination Theory–Based Design Thinking in STEM Education

Thomas K.F. Chiu, Ching Sing Chai, John Williams and Tzung-Jin Lin


Starting from Volume 17 Issue 4, all published articles of the journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.