Prof. CHAI Ching-sing

B.A. (National Taiwan University); P.G.D.E. (Nanyang Technological University);
M. A. in Instructional Design and Technology (Nanyang Technological University), Ed. D. in Teaching and Learning (University of Leicester)

Professor, Department of Curriculum and Instruction
Associate Dean (Postgraduate Studies), Faculty of Education

Dr Ching Sing Chai completed his first degree from the National Taiwan University in Chinese Literature. He was sponsored by the Public Service Commission (Singapore) as an oversea scholar and he returned to serve in The Presbyterian High School as a Chinese language teacher and later as the Head of Department. Subsequently, he served as an academic in the National Institute of Education, Nanyang Technological University. He joined The Chinese University of Hong Kong from 2017 December as a professor in the department of Curriculum and Instruction.
Research Areas
Teacher education, Technological Pedagogical Content Knowledge, Teacher beliefs, ICT in Education
Selected Publications
  1. HY Hong, CS Chai (2017). Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment. Computers & Education 115, 38-55
  2. Y Zhou, CS Chai, JC Liang, M Jin, CC Tsai (2017). The Relationship Between Teachers’ Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web. The Asia-Pacific Education Researcher 26 (5),239-247
  3. PS Tsai, CS Chai, HY Hong, JHL Koh (2017). Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes. Interactive Learning Environments 25 (6), 749-761
  4. S Hairon, CS Chai (2017). The learning revolution: from pedagogues to designers of learning. Learning: Research and Practice 3 (2), 79-84
  5. CS Chai, JHL Koh (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research and Practice 3 (2), 114-129
  6. F Deng, CS Chai, HJ So, Y Qian, L Chen (2017). Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers. Australasian Journal of Educational Technology 33 (3)
  7. JHL Koh, CS Chai, WY Lim (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research 55 (2), 172-196
  8. TK Toh, JHL Koh, CS Chai (2017). Developing reflective dispositions through collaborative knowledge-building during small group Bible study. International Journal of Christianity & Education, 2056997117694385
  9. CS Chai, SC Kong (2017). Professional learning for 21st century education. Journal of Computers in Education 4 (1), 1-4
  10. A Wang, CS Chai, S Hairon (2017). Exploring the impact of teacher experience on questioning techniques in a Knowledge Building classroom. Journal of Computers in Education 4 (1), 27-42
  11. B Chen, M Resendes, CS Chai, HY Hong (2017). Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments 25 (2), 162-175
  12. CS Chai, JHL Koh, YH Teo (2017) Technology-enhanced 21st Century Learning. Pearson Education
  13. LH Wong, CS Chai, GP Aw (2017). Seamless Language Learning: Second Language Learning with Social Media/Aprendizaje de idiomas «sin costuras»: Aprendizaje de segundas lenguas y redes so... Comunicar 25 (50), 9
  14. C Chai, L Tan, F Deng, JH Koh (2017). Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology 33 (1)
  15. JHL Koh, CS Chai (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education 102, 244-257
  16. S Lun, TJ Lin, CH Lin, CS Chai, JC Liang, CC Tsai (2016). Taiwan In-Service Teachers’ Perceptions of 21st Century Learning Practice, Design Disposition, and Usage of Information and Communication Technology (ICT). International Symposium on Emerging Technologies for Education, 749-755
  17. LH Wong, RB King, CS Chai, M Liu (2016). Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science 44 (5), 399-422
  18. HY Hong, B Chen, CS Chai (2016). Exploring the development of college students' epistemic views during their knowledge building activities. Computers & Education 98, 1-13
  19. PS Tsai, CS Chai, YY Chen, MH Lee, JC Liang, CC Tsai (2016). A Pilot Study of Students' Perceptions of Collaborative Knowledge Building in 21st Century Learning with Their Knowledge Building Behaviors. Advanced Learning Technologies (ICALT), 2016 IEEE 16th International …
  20. CS Chai, LH Wong, RB King (2016). Surveying and modeling students' motivation and learning strategies for mobile-assisted seamless Chinese language learning. Journal of Educational Technology & Society 19 (3), 170
  21. CB Lee, CS Chai, CC Tsai, HY Hong (2016). Using knowledge building to foster conceptual change. Journal of Education and Training Studies 4 (8), 116-125
  22. D Choy, F Deng, CS Chai, HLJ Koh, PS Tsai (2016). Singapore primary and secondary students' motivated approaches for learning: A validation study. Learning and Individual Differences 45, 282-290
  23. CS Chai, JHL Koh, CC Tsai (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators 87
  24. CS Chai, CP Lim, CM Tan (2016). Introduction: Cocreating Technological Pedagogical Content Knowledge (TPACK) for the Transformation of Nan Chiau Primary School. Future Learning in Primary Schools, 1-7
  25. CS Chai, HJ So, PS Tsai, E Rohman, LPI Aw (2016).Building epistemic repertoire among primary 3 students for social studies. Future learning in primary schools, 109-128
  26. G Sang, J Tondeur, CS Chai, Y Dong (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education 44 (1), 49-65
(Please click for more publications)