Anika Saxena
Biographic Data
| ID | 9722616 |
|---|---|
| NAME | Anika Saxena |
| GIVEN NAMES | Anika |
| FAMILY NAME | Saxena |
| SIGNATURE | SAXENA A |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-8527-6238 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Successful integration of technology into preschool education
In this study we examined the relationship between preschool teachers’ beliefs about their own competence in ICT and the elements of TPACK, as well as the mediating roles of the teachers’ outcome expectations and self-efficacy. Drawing from the expectancy theory of motivation, we hypothesized that outcome expectations and self-efficacy each mediate the relationship between teachers’ ICT competence beliefs and TPACK. To confirm the hypothesis, we …
Developing Preschool Teachers’ Computational Thinking Knowledge, Attitudes, Beliefs, and Teaching Self-Efficacies
Grounded in transformative teacher development through the curriculum-based professional learning (CBPL) approach to teaching-learning, this exploratory study surveyed the computational thinking (CT) views of 25 in-service teachers before and after their CT professional development programme workshops. Multivariate outcome multilevel cross-classification analysis showed that after their workshops, these teachers changed their CT knowledge, CT att…
No prominent works on this page.
Developing Preschool Teachers’ Computational Thinking Knowledge, Attitudes, Beliefs, and Teaching Self-Efficacies
Grounded in transformative teacher development through the curriculum-based professional learning (CBPL) approach to teaching-learning, this exploratory study surveyed the computational thinking (CT) views of 25 in-service teachers before and after their CT professional development programme workshops. Multivariate outcome multilevel cross-classification analysis showed that after their workshops, these teachers changed their CT knowledge, CT att…
Successful integration of technology into preschool education
In this study we examined the relationship between preschool teachers’ beliefs about their own competence in ICT and the elements of TPACK, as well as the mediating roles of the teachers’ outcome expectations and self-efficacy. Drawing from the expectancy theory of motivation, we hypothesized that outcome expectations and self-efficacy each mediate the relationship between teachers’ ICT competence beliefs and TPACK. To confirm the hypothesis, we …
Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Psychology (2 works) · Self-efficacy (2 works) · Child Development and Digital Technology (1 work) · Cognitively Guided Instruction (1 work) · Curriculum (1 work) · Education and Technology Integration (1 work)