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  • 1. Examine the factors affecting adopting e-portfolio for student teachers' field experience
    Document Type: Conference Papers
    Year published: 2013
    Conference: MIT Departmental Seminar
  • 2. Comparing IT and non-IT faculty and students' perceptions on blended learning
    Document Type: Book Chapters
    Pages: 365-388
    Year published: 2010
    City published: Hershey, PA
    Publisher: Information Science Reference
  • 3. Are the perceptions of lower form secondary computer student teachers the same after further training?
    Document Type: Conference Papers
    Year published: 1997
    Conference: Hong Kong Educational Research Association (HKERA) 14th Annual Conference: Compulsory Education and Beyond (1997: The Chinese University of Hong Kong, Hong Kong, China)
  • 4. Comparing web-based learning with paper-based learning: A case study
    Document Type: Conference Papers
    Year published: 1999
    Conference: Hong Kong Educational Research Association (HKERA) 16th Annual Conference: Exploring New Frontiers in Education (1999: Hong Kong Institute of Education, Hong Kong, China)
  • 5. Comparison of the perceived need and actual computer knowledge required of lower form secondary teachers
    Document Type: Conference Papers
    Year published: 1996
    Conference: Hong Kong Educational Research Association (HKERA) 13th Annual Conference: Restructuring Schools in Changing Societies (1996: Hong Kong Institute of Education, Hong Kong, China)
  • 7. Enhancing flexible and collaborative learning for pre-service teachers through a web-based learning system
    Document Type: Journal Articles
    Source: The Journal of Quality School Education, 2, 53-63, 2002
    Year published: 2002
    Publisher: The Hong Kong Institute of Education
  • 8. Re-designing the curriculum for preservice information and communication technology teacher courses: An outcome-based approach
    Document Type: Journal Articles
    Source: International Journal of Learning, 17(6), 413-426, 2010
    Year published: 2010
    Publisher: Common Ground Publishing

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