Ping Gao, Ph.D.

Associate Professor - Instructional Technology
(319) 273-6832
Office Location: 



Ph.D: Majoring in Teaching and Curriculum with a minor in Instructional Design, Development and Evaluation, Syracuse University, Syracuse, 2005

M.A.E.: Educational Technology, University of Northern Iowa, Cedar Falls, Iowa, 1999

M.A.: Educational Psychology, University of Northern Iowa, Cedar Falls, Iowa, 1998

B.A.: English Pedagogy (Teaching English as a Foreign Language), Shanghai International Studies University, Shanghai, China, 1988

Areas of Expertise 

Curriculum development and instructional technology

Research Interests 

Teachers learning, Strengths-based practice, Constructivist learning environment and technology as cognitive tools.

Courses Taught 

Educational Technology and Design
Technology in Education
Instructional Development
Designing Instructional Systems

Professional Affiliations 

American Educational Research Association
European Educational Research Association
British Educational Research Association
Association of Educational Communication and Technology


Principal Investigator: Enhancing Preservice Teachers' Professional Growth Through Reflection, 2008-2011 S$229, 800, National Institute of Education, Singapore

Principal Investigator: First-year Teachers' Perspectives on Using IT for Classroom teaching and learning, 2008 S$49,980, National Institute of Education, Singapore

Co-Principal Investigator: Collaborative Inquiry on IT-mediated Pedagogy for Chinese Composition 2008 S$49,700, National Institute of Education, Singapore

Principal Investigator: An Exploratory Study: Preserves Teachers' Perspectives on Using IT in the Classroom 2007 S$49,134, National Institute of Education, Singapore

Co-Principal Investigator: Primary School Students' Chinese Composition Writing Mediated by IT Tools 2006 S$19,987,
National Institute of Education, Singapore

Selected Publications 

Gao, P., Tan S.C., Wang L.L., Wong, A.F.L. Choy, D. (2011). Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centric pedagogies. Australasian Journal of Educational Technology. 27 (6), 997-1013.

Gao, P., Wong, A. F.L., Choy, D., & Wu, J. (2011). Beginning teachers' understanding performances of technology integration. Asia Pacific Journal of Education. 31(2), 211-223.

Chai, C. S., Wong, L. H, Gao, P., & Wang Qiyun. (2011). Towards a new era of knowledge creation: A brief discussion of the epistemology for knowledge creation. International Journal of Continuing Engineering Education and Life-Long Learning.

Wong, L. H. , Gao, P., Chai, C.S., & Chin. C. K. (2011). Where Research, Practice and the Authority Meet: A Collaborative Inquiry for Development of Technology-Enhanced Chinese Language Curricula. The Turkish Online Journal of Educational Technology, 10 (1), 232-243.

Choy, D., Wong, A. F. L., & Gao, P. (2010). Student teachers' intentions and actions in integrating technology into their classrooms during student teaching: A Singapore study. Journal of Research on Technology in Education, 42(2), 175-195.

Gao, P., Wong, A.F.L., Choy, D., & Wu, J. (2010). Developing leadership potential for technology integration: Perspectives of three beginning teachers. Australasian Journal of Educational Technology, 26(5), 643-658. On-line available:

Wong, L. H., Gao, P., Chin, C. K., & Chai, C. S. (2010). Collaborative inquiry - a win-win strategy for Chinese language teachers' professional development and effective ICT integration into Chinese learning. Journal of Chinese Language Education, 8(1), 70-83.

Gao, P., Choy, D., Wong, A.F.L., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730. On-line available:

Gao, P., & Zhang, Y. L. (2009). Moving from TV broadcasting to e-learning: Contributions of distance education to teacher education in China. Campus-Wide Information Systems, 26(2), 98-107.

Scott, R., Bengston, H., & Gao, P. (1998). The Flynn Effect: Does it apply to academic achievement? Mankind Quarterly, 39(1), 109-118.