Phone: (519) 253-3000 ext. 3960
Office: Room 3321, Leonard & Dorothy Neal Education Building
Professor, Ph.D. University of British Columbia
- Action research
- ICT for development and ICT integration into school curriculum
- International education
- Teacher education
- 80-322. Learning with Technologies
- 80-332. Learning with Technologies
- 80-353. Computer Studies
- 80-527. Research in Education
- 80-551. Information and Communication Technologies (ICT) for Teaching and Learning
- 80-591. e-Learning and Education
- 80-641. Cognition and Learning
Zhang, Z., & Liu, L. (2016). Perspectives of online professional development: A study of rural teachers in Northwestern China. In I. Gibbs (Ed.): Teacher Education: Assessment, Impact and Social Perspectives (pp. 91-107). Hauppauge, NY: Nova Science Publishers.
Zhang, Z., & Xu, S. (2014). ICT literacy, an essential component of teacher education curriculum in an era of emerging technologies. In O. Tan & T. Liu (Eds.): Teacher effectiveness: Capacity building in a complex learning era. Singapore: Cengag Learning Asia Pte Ltd.
Zhang, Z. (2013). Technicians andacademics: Collaboration to improve the educational process. In The ECSSR (Ed.), Information technology and thefuture of education in the United Arab Emirates (pp. 119-145). Abu Dhabi: The Emirates Center for Strategic Studies and Research.
Zhang, Z., & Zhou, G. (2011). Understanding Chinese international students at a Canadian university: Perspectives, expectations, and experiences. In J. Ryan (Ed.): Understanding China’s education reform: Creating cross cultural knowledge, pedagogies and dialogue (pp. 123-133). London: Routledge.
Al Lily, A., … Zhang, Z., et al. (2016). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 1-9. DOI: 10.1177/0266666916646415
Liu, L., & Zhang, Z. (2015). An investigation of rural teachers’ perspectives of an online professional development program in China. International Journal of Instructional Technology and Distance Learning, 12(9), 47-57.
Zhang, Z., & Guo, R. (2015). Using ICT in College English classroom in China: Observations and reflections. Journal of Global Research in Education and Social Science, 4(4), 218-224.
Zhang, Z., & Zhang, Z. (2015). Using commonly available ICT for English learning: Experiences and recommendations. International Journal of Arts and Sciences, 8(2), 189-197.
Zhang, Z. (2014). Teaching ICT to Pre-Service Teachers: Experiences and Reflextions. LEARNing Landscapes, 8(1), 323-337.
Zhang, Z. (2014). How Canadianand Chinese highschool students access and use ICT: An exploratory study. Journal of Educational Technology Developement and Exchange, 7(1), 19-32.
Zhou G., & Zhang, Z. (2014). A study of the first year international students at a Canadian university: Challenges and experiences with social integration. Canadian and International Education, 43(2), Article 7.
Zhang, Z., & Krug, D. (2012). Virtual educational spacs: Adult learners' cultural conditions and practices in an online learning environment. International Journal of Instructional Technology and Distance Learning, 9(7), 3-12.
Jiang, F., Zhou, G., Zhang, Z., Bechford, C., & Zhong, L. (2012). Chinese immigrant parents' communication with school teachers. Canadian and International Education, 41(1), 59-80.
Zhang, Z., Tousignant, W., & Xu, S. (2012). Introducing accessible ICT to teacher candidates: A way to address equity issues. Journal of Literacy and Technology, 13(1), 2-18.
Martinovic, D. & Zhang, Z. (2012). Situating ICT in the Teacher Education Program: Overcoming challenges, fulfilling expectations. Teachers and Teacher Education, 28(3), 461-469.
Zhou, G., Zhang, Z., & Li, Y. (2011). Are secondary preservice teachers well prepared to teach with technology? A case study from China. Australasian Journal of Educational Technology, 27(6), 943-960.
Park, H., & Zhang, Z. (2011). Using design research for studies on ICT in classrooms. Journal of Teaching and Learning, 7(2), 53-66.
Zhang, Z., & Zhou, G. (2010). Understanding Chinese international students at a Canadian university: Perspectives, expectations, and experiences. Canadian and International Education, 39(3), 43-58.
Zhang, Z. (2010). Using online action research to improve a teacher education course. Ontario Action Researcher. 11(1). Available at http://www.nipissingu.ca/oar/new_issue.htm
Zhang, Z., & Kenny, R. (2010). Learning in an online distance education course: Experiences of three international students. International Review of Research in Open and Distance Learning, 11(1), 17-36.
Zhang, Z. & Martinovic, D. (2008). ICT in Teacher Education: Examining needs, expectations and attitudes. Canadian Journal of Learning and Technology, 34(2), 149-166.
Zhang, Z., & Zhang, Z. (December, 2007). A Brief discussion on some modules of the NCATE assessments in the USA. Journal of Changji University, 6, 83-85. (In Chinese)
Zhang, Z., & Zhang, Z. (2007). An analysis on course offerings and training plans for MA program in TESL in the USA: Taking Minnesota State University, Mankato as an example. Journal of Bingtuan Education Institute, 17(3), 55-58. (In Chinese)
Jahng, N., Krug, D. & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. EURODL.
Kenny, R., Zhang, Z., Schwier, R. & Campbell, K. (2005): A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9-26.
Anderson, D., Zhang, Z., Chatterjee, S., Robin, R., & Aldrich, P. (2005). Punjabi students’ perceived interest, knowledge and importance of science topics. Visitor Studies Today! 8(2), 8-12.
Anderson, D., & Zhang, Z. (2003).Teacher perceptions of field trip planning and implementation. Visitor Studies Today! 6(3), 6-12.
Zhang, Z. (2016). Video-recorded microteaching: A way to get pre-service teachers better prepared for their new career. In I. Akman & S. Swanepoel (Eds.), Int’l Conference Proceedings of ICEHM and ERPUB (pp. 166-170).
Bangkok, Thailand: ICEHM.
Zhang, Z., & Xue, Y. (2015). An investigation of how Chinese university students use social software for learning purposes. Procedia - Social and Behavioral Sciences, 186, 70-78. doi:10.1016/j.sbspro.2015.04.084
Zhang, Z. (2013). Access anduse of ICT: An exploratory study of Canadian and Chinese students. In H. Yang, J. Cheng, S. Wang, & X. Han (Eds.), Proceedings of Inernational Conference of Educational Innovation through Technology (pp. 385-392). Williamsburg, VA: SICET.
Zhang, Z., & Park, H. (2013). Using social networking spaces for education: Issues and recommendations. In T. Karsenti & S. Collin (Eds.), Proceedings of the International Scientific Conference on ICT and Education:: Past, current and furtue trends (pp. 4-7-413). Montreal, QC: CRIFPE.
Zhou, G., Zhang, Z., Li, Y. & Zhao, Z. (2010). Are secondary preservice teachers well prepared to teach with technology? A case study of a Chinese teacher education program. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2291-2300). Chesapeake, VA: AACE.
Zhang, Z., Wang, J., Han, X., & Cheng, H. (2010). What do they do with ICT: An investigation of two secondary schools in China. In e-Youth Conference Organization Team (Eds.), Proceedings of e-Youth: Balancing between Opportunities and Risks? Antwerp, Belgium: UCSIA & Universiteit Antwerpen.
Zhang, Z. & Tousignant, W. (2010). Using alternative software to address equity issues in a teacher education program. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3415-3419). Chesapeake, VA: AACE.
Zhang, Z. (2009). Teacher candidates as agents for improvement in an online action research context. In Y. Xu (Ed.), Proceedings of An International Conference on the Practical Curriculum (pp. 95-103). Beijing: Capital Normal University.
Zhou, G., Zhang, Z., & Li, Y. (2009). Educational technology in a Chinese teacher education program. In Y. Xu (Ed.), Proceedings of An International Conference on the Practical Curriculum (pp. 192-200). Beijing: Capital Normal University.
Zhang, Z. & Martinovic, D. (2008). Teacher Candidates’ Needs, Expectations of, and Attitudes toward Information and Communication Technologies (ICT) Learning and Integration. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 3427-3434). Chesapeake, VA: AACE.
Ph.D. University of British Columbia
M.Sc. Minnesota State University, Mankato
B.A. Shanghai International Studies University, China
Recent Graduate Supervision
Nathan J. Briffa, M.Ed., “e-Literacy trends in Ontario’s 21st century education: Successes, challenges, and possibilities” (Defended 09/2015)
Yiting Jiang, M.Ed., “A case study of the influence of student recruitment agencies on Chinese students’ decision-making when pursuing higher education in English-speaking countries” (Defended 09/2015)
Yizhuo Liu, M.Ed., “An investigation of post-secondary Chinese students’ perceived challenges learning ESL at a Canadian university” (Defended 09/2015)
Alaa Kutbi, M.Ed., "How undergraduate female students in the Kingdom of Saudi Arabia perceive social media as a learning tool: An exploratory study" (Defended 02/2015)
Jing Shao, M.Ed., "An overview of Computer-Assisted Language Learning (CALL): Developement and Implementation" (Defended 04/2013)
Kelly Power, M.Ed., "Professional learning on Twitter: A content analysis of professional learning conversations among self-organized groups" (Defended 05/2013)
Noelle Morris, M.Ed., "Learning and teaching with emerging technologies, social media, and Web 2.0 tools in the secondary classroom" (Defended 04/2012)