尹洪舍 is an assistant professor of instructional technology in the Department of 课程 and 指令, in the College of Education, 健康 and Human Sciences. She holds a doctoral degree in learning technologies from the University of Texas at Austin.

Cheah’s research focuses on investigating and developing K-12 teachers' technology practices, aimed at mitigating the digital learning divide between privileged and underserved students. 具体地说, she examines whether, 如何, and under what conditions technology can be effectively utilized by teachers to promote equitable learning and empower students as digital learners. To bridge the research-practice gap, she translates her research findings into practice by collaborating with teachers to develop instructional models that support lesson design, 实现, and reflection in using technology to teach.

Prior to her academic career, Cheah was a middle school math and science teacher for eight years. She has also served at the National Institute of Education as a research associate for three Singapore government-funded educational research projects.

• K-12 Technology Integration
• 教师教育
• 数字资产
• Technological Pedagogical Content Knowledge (TPACK)
• Artificial Intelligence in Education

• 他却Y. H.奥利维，A. R., & 休斯,J. E. (2023). Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review. Teaching and 教师教育, 125, 103984. http://doi.org/10.1016/j.泰特.2022.103984
• 许,H.-P.， 他却Y. H.休斯，J。. E. (2023). A case study of a secondary Biology teacher’s pedagogical reasoning and actions with augmented reality technology. 教育科学, 13(11), 1080. http://doi.org/10.3390 / educsci13111080
• 休斯,J. E.， 他却Y. H.，史，Y., & 萧,K.-H. (2020). Pre-service and in-service teachers’ pedagogical reasoning underlying their most-valued technology-supported instructional activities. Journal of Computer Assisted Learning, 26(4), 549-568. http://doi.org/10.1111 / jcal.12425
• 他却Y. H.柴，C. S., & (音),Y. (2019). Traversing the context of professional learning communities: Development and 实现 of technological pedagogical content knowledge (TPACK) of a primary science teacher. 研究 in Science and Technological Education, 37(2), 147-167. http://doi.org/10.1080/02635143.2018.1504765
• 棕褐色,.-L.李，P. P. F., & 他却Y. H. (2017). Educating science teachers in the 21st century: Implications for pre-service teacher education. Asia Pacific Journal of Education, 37(4), 453-471. http://doi.org/10.1080/02188791.2017.1386092

• 2023 Technology as an Agent of Change in Teaching and Learning SIG: Graduate Travel Award. 2023 AERA Annual Meeting.
• 2022 Division D Graduate Student In-Progress 研究 Gala: Top-10 Papers. 2022 AERA Annual Meeting.
  Graduate Student 研究 Award. College of Education, The University of Texas at Austin.
• 2020 Technology as an Agent of Change in Teaching and Learning SIG: Best Paper Award. 2020 AERA Annual Meeting.
  Division D Graduate Student In-Progress 研究 Gala: Top-10 Papers. 2020 AERA Annual Meeting.