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Associate Professor Joyce Koh

BBA (Hons), MSc, PhD

Associate Professor

Email: joyce.koh@otago.ac.nz
Phone: +64 3 479 7232

About Joyce

Joyce Koh PhotoI am an Associate Professor in higher education, focusing on educational technology. Facilitating educators to translate educational technology theories into usable and effective pedagogical practices drives my research. To date, my research work has contributed validated surveys for the assessment of teachers’ confidence in their technological pedagogical content knowledge (TPACK) for constructivist-oriented pedagogies; as well as design rubrics and TPACK design processes to support educators’ creation of 21st century learning practices. I am interested in developing understanding about TPACK and design thinking in different subject areas, as well as in higher education, school-based, and adult learning contexts.

Research Interests
• Design thinking
• Pedagogical change for 21st century learning
• Technological pedagogical content knowledge (TPACK)
• Instructional design and e-learning

Supervision

Joyce is available to supervise postgraduates in higher education focusing on educational technology, design thinking, e-learning, and instructional design. You are welcome to contact Joyce (joyce.koh@otago.ac.nz) for a chat about your ideas.

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Publications

Lye, S. Y., & Koh, J. H. L. (2018). Case studies of elementary children’s engagement in computational thinking through Scratch programming. In M. S. Khine (Ed.), Computational thinking in STEM discipline: Foundations and research highlights. (pp. 227-251). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-93566-9_12

Koh, J. H. L., Chai, C. S., & Natarajan, U. (2018). Developing Indonesia teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach. Online Journal of International Education & Business, 3(1), 10-33.

Koh, J. H. L. (2018). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research & Development. Advance online publication. doi: 10.1007/s11423-018-9627-5

Chai, C. S., Koh, J. H. L., & Teo, Y. H. (2018). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research. Advance online publication. doi: 10.1177/0735633117752453

Koh, J. H. L. (2018). Articulating teachers’ creation of technological pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science & Mathematics Education. Advance online publication.

Authored Book - Research

Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H.-Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Singapore: Springer, 131p. doi: 10.1007/978-981-287-444-3

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Chapter in Book - Research

Lye, S. Y., & Koh, J. H. L. (2018). Case studies of elementary children’s engagement in computational thinking through Scratch programming. In M. S. Khine (Ed.), Computational thinking in STEM discipline: Foundations and research highlights. (pp. 227-251). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-93566-9_12

Lim, G. W. P., Ang, P. L., & Koh, J. H. L. (2016). Developing teachers’ Technological Pedagogical Mathematics Knowledge (TPMK) to build students’ capacity to think and communicate in mathematics classrooms. In C. S. Chai, C. P. Lim & C. M. Tan (Eds.), Future learning in primary schools: A Singapore perspective. (pp. 129-146). London, UK: Springer Singapore. doi: 10.1007/978-981-287-579-2_9

Goh, L. I., & Koh, J. H. L. (2016). The use of a corpus-based tool to support teachers’ assessment design: An examination through the lens of TPACK. In L. Lin & R. Atkinson (Eds.), Educational technologies: Challenges, applications and learning outcomes. (pp. 143-162). Nova Science.

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2016). A review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In M. C. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators. (2nd ed.) (pp. 87-106). New York, NY: Routledge. doi: 10.4324/9781315771328

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Journal - Research Article

Koh, J. H. L., Chai, C. S., & Natarajan, U. (2018). Developing Indonesia teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach. Online Journal of International Education & Business, 3(1), 10-33.

Koh, J. H. L. (2018). Articulating teachers’ creation of technological pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science & Mathematics Education. Advance online publication.

Chai, C. S., Koh, J. H. L., & Teo, Y. H. (2018). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research. Advance online publication. doi: 10.1177/0735633117752453

Koh, J. H. L. (2018). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research & Development. Advance online publication. doi: 10.1007/s11423-018-9627-5

Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers' design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(2), 129-142. doi: 10.14742/ajet.3013

Koh, J. H. L. (2017). Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme. Australasian Journal of Educational Technology, 33(5), 136-151. doi: 10.14742/ajet.3072

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172-196. doi: 10.1177/0735633116656848

Chai, C. S., & Koh, J. H. L. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research & Practice, 3(2), 114-129. doi: 10.1080/23735082.2017.1360506

Toh, T. K., Koh, J. H. L., & Chai, C. S. (2017). Developing reflective dispositions through collaborative knowledge-building during small group Bible study. International Journal of Christianity & Education, 21(2), 126-145. doi: 10.1177/2056997117694385

Tsai, P.-S., Chai, C. S., Hong, H.-Y., & Koh, J. H. L. (2017). Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes. Interactive Learning Environments, 25(6), 749-761. doi: 10.1080/10494820.2016.1178653

Thang, F. K., & Koh, J. H. L. (2017). Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module. Learning: Research & Practice, 3(2), 148-162. doi: 10.1080/23735082.2017.1335426

Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257. doi: 10.1016/j.compedu.2016.09.003

Choy, D., Deng, F., Chai, C. S., Koh, H. L. J., & Tsai, P.-S. (2016). Singapore primary and secondary students' motivated approaches for learning: A validation study. Learning & Individual Differences, 45, 282-290. doi: 10.1016/j.lindif.2015.11.019

Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158-169.

Koh, J. H. L., Chai, C. S., Hong, H.-Y., & Tsai, C.-C. (2015). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378-391. doi: 10.1080/1359866X.2014.941280

Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L., & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389-398. doi: 10.1007/s12564-015-9379-4

Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H.-Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. Asia-Pacific Education Researcher, 24(3), 535-543. doi: 10.1007/s40299-015-0237-2

Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. doi: 10.1016/j.compedu.2014.04.022

Lee, K., Tsai, P.-S., Chai, C. S., & Koh, J. H. L. (2014). Students' perceptions of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425-437. doi: 10.1111/jcal.12055

Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2014). Demographic factors, TPACK Constructs, and teachers' perceptions of constructivist-Oriented TPACK. Educational Technology & Society, 17(1), 185-196.

Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of Technological Pedagogical Content Knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. doi: 10.1016/j.compedu.2013.08.017

Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. doi: 10.1016/j.chb.2014.09.012

Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' technological pedagogical content knowledge and its relationship to the teachers' pedagogical beliefs. Asia-Pacific Education Researcher, 22(4), 657-666. doi: 10.1007/s40299-013-0071-3

Koh, J. H. L., Woo, H.-L., & Lim, W.-Y. (2013). Understanding the relationship between Singapore preservice teachers' ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation & Accountability, 25(4), 321-339. doi: 10.1007/s11092-013-9165-y

Liang, J.-C., Chai, C. S., Koh, J. H. L., Yang, C.-J., & Tsai, C.-C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594. doi: 10.14742/ajet.299

Nair, S. S., Tay, L. Y., & Koh, J. H. L. (2013). Students' motivation and teachers' teaching practices towards the use of blogs for writing of online journals. Educational Media International, 50(2), 108-119. doi: 10.1080/09523987.2013.795351

Chai, C. S., Ng, E. M. W., Li, W., Hong, H.-Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53. doi: 10.14742/ajet.174

Koh, J. H. L., & Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233-247. doi: 10.14742/ajet.97

Osman, G., & Koh, J. H. L. (2013). Understanding management students' reflective practice through blogging. Internet & Higher Education, 16(1), 23-31. doi: 10.1016/j.iheduc.2012.07.001

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.

Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2013). Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809. doi: 10.1007/s11251-012-9249-y

Koh, J. H. L. (2013). A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887-900. doi: 10.14742/ajet.228

Tay, L. Y., Lim, S. K., Lim, C. P., & Koh, J. H. L. (2012). Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study. Australasian Journal of Educational Technology, 28(4), 740-754. doi: 10.14742/ajet.838

Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C.-C. (2012). Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6), 1000-1019. doi: 10.14742/ajet.807

Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. doi: 10.1016/j.compedu.2011.01.007

Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers' technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. doi: 10.2190/EC.44.1.c

Chai, C. S., & Koh, J. H. L. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). Asia-Pacific Education Researcher, 20(3), 595-603.

Koh, J. H. L. (2011). Computer skills instruction for pre-service teachers: A comparison of three instructional approaches. Computers in Human Behavior, 27, 2392-2400. doi: 10.1016/j.chb.2011.08.002

Teo, T., Tan, S. C., Lee, C. B., Chai, C. S., Koh, J. H. L., Chen, W. L., & Cheah, H. M. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55, 1764-1771. doi: 10.1016/j.compedu.2010.08.001

Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. Internet & Higher Education, 13, 284-291. doi: 10.1016/j.iheduc.2010.09.003

Teo, T., & Koh, J. H. L. (2010). Assessing the dimensionality of computer self-efficacy among pre-service teachers in Singapore: A structural equation modeling approach. International Journal of Education & Development using Information & Communication Technology, 6(3), 7-18.

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.

Divaharan, S., & Koh, J. H. L. (2010). Learning as students to become better teachers: Pre-service teachers' IWB learning experience. Australasian Journal of Educational Technology, 26(4), 553-570. doi: 10.14742/ajet.1072

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. doi: 10.1111/j.1365-2729.2010.00372.x

Koh, J. H. L., & Frick, T. W. (2010). Implementing autonomy support: Insights from a Montessori classroom. International Journal of Education, 2(2), E3. doi: 10.5296/ije.v2i2.511

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