Timothy TEO

University of Macau, Faculty of Education, Faculty Member

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Phone: (+853) 8822 4121
Address: Faculty of Education
University of Macau
Room 2028, Block E33
Avenida da Universidade,
Taipa, Macau, China SAR
Webpage: www.umac.mo/fed/staff/timothyteo

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Papers by Timothy TEO

Relationship of selected musical characteristics and musical preference (a review of literature)

Visions of Research in Music Education, 2003

Non-Western music: An Overview

Research Perspectives in Music Education, 2004

Factors affecting gender differences in attitudes towards computers among students

Educational Research and Review, 2006

Attitudes toward computers: A study of post-secondary students in Singapore.

Interactive Learning Environments, 2006

The influence of user characteristics on technology acceptance by teachers: A literature review

Journal of Interactive Instruction Development, 2006

Patterns and purposes of computer usage: A preliminary study among student teachers at Universiti Putra Malaysia

Malaysian Online Journal of Instructional Technology, 2006

Assessing the computer attitudes of students: an Asian perspective

Computers in Human Behavior, 2008

Attitudes towards computers among students in higher education: A case study in Singapore

British Journal of Educational Technology, 2008

Preparing pre-service teachers' for the integration of ICT based student-centred learning (SCL) curriculum

Journal of Education, 2008

An integrated framework for designing Web-based constructivist Learning Environments.

International Journal of Instructional Media, 2009

Bibliography; Illustration Article Constructivism (Education) Instructional systems design --Meth... more Bibliography; Illustration Article Constructivism (Education) Instructional systems design --Methodology Distance education Internet in education Web-based instruction Computer assisted instruction Computer literacy Education --Aims & objectives Educational technology Educational innovations Study environment

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Examining the relationship between student teachers' self-efficacy beliefs and their intended uses of technology for teaching: A structural equation modelling approach.

The Turkish Online Journal of Educational Technology, 2009

This study examines the relationship between computer self-efficacy and intended uses of technolo... more This study examines the relationship between computer self-efficacy and intended uses of technology of student teachers (N=1094) at a teacher training institute in Singapore. Self-efficacy was assessed by three factors: Basic Teaching Skills (BTS), Advanced Teaching Skills (ATS), and Technology for Pedagogy (TP), and intended use of technology was measured by two factors: Traditional Use of Technology (TUT) and Constructivist Use of Technology (CUT). Participants responded to a 7-point Likert-type scale for each factor. Analysis was conducted using the structural equation modelling approach and a good model fit was found for both the measurement and structural models. Results showed that significant relationships exist among BTS, TP, TUT, and CUT. However, ATS did not influence TUT and CUT in a significant way. Overall, the results of this study offer some evidence that student teachers' self-efficacy is a significant influence on whether they use technology in a traditionalist or constructivist way.

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Evaluating the intention to use technology among student teachers: A structural equation modeling approach

International Journal of Technology in Teaching and Learning, 2009

Children's use of metacognition in solving everyday problem: An initial study from an Asian content

Australian Educational Researcher, 2009

The aim of this study is to understand the relationship between metacognition and students’ every... more The aim of this study is to understand the relationship between metacognition and students’ everyday problem solving. Specifically, we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem solving and whether students who perform better in the decision-making problem will better differentiate the various components of metacognition. Two hundred and fifty-four fifth grade students completed a survey. We found evidence to suggest the existence of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of cognition and regulation of cognition were differentiated in their use by participants.