The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed. IntroductionInformation and Communication Technologies (ICT) have been viewed by many educators as an enabling factor for constructivist-oriented teaching and learning (Collins & Halverson, 2010;Howland, Jonassen, & Marra, 2012). These educators highlighted many affordances of ICT that would enable learners to construct deeper understanding about the subject matter they are learning through active and collaborative learning that is anchored around real-world authentic problems. Howland et al. (2012) characterized such learning as meaningful learning with ICT. However, the actualization of the pedagogical affordances are very much dependent upon teachers' beliefs and attitudes towards technology (Ertmer, 2005), the knowledge they possess (Mishra & Koehler, 2006), and their capacity to design technology-integrated lessons (Chai, Koh & Tsai, 2011a). In short, integrating technology into classroom teaching and learning is highly demanding on teachers' beliefs, knowledge and adaptive expertise (Darling-Hammond, Bransford, LePage, Hammerness, & Duffy, 2005;Hong & Sullivan, 2009;Kramarski & Michalsky, 2010;Mishra, Koehler, & Kereluik, 2009). This could perhaps explain the slow progress in the schools and teachers' pervasive use of ICT for students' constructivist-oriented learning (Harris, Mishra, & Koehler, 2009). Mishra and Koehler (2006) and Graham (2011) have also pointed out that the lack of a theoretical framework is partly responsible for the lack of progress in school-based ICT integration. Drawing upon Shulman's (1986) idea of pedagogical content knowledge (PCK), Mishra and Koehler (2006), together with several other researchers (Niess, 2005;Angeli & Valanides, 2005), put forth the theoretical framework of technological pedagogical content knowledge (TPCK). Since then, the TPCK framework has served as a guide to unpack ICT-integrated lessons; to develop ICT competencies among teac...

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With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

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To determine the need for simulated training of ecommerce activities prior to working in the real environment, we studied the views of undergraduates and college teachers from several aspects. Two hundred university students while also 200 college teachers were asked what the real problem was when they learned or taught in the e-commerce courses. Next, they were surveyed to inquire what knowledge they really need when students go to work positions and what type of job do they expect to have. Finally, they were asked whether using a simulated training platform would be beneficial. Through analysis, the aspects which are contained above we know that simulation should be incorporated into the education of e-commerce to students as a tool to practice their hands-on abilities prior to working. And from the survey we also obtain some useful information and references that may help us to design our electronic commerce training platform.

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