Vicky I Pei TUNG

Caring Educational Consultant offering seven years of experience building programs and resources to promote student success. Fosters teacher collaborations through workshops and professional development seminars. Proven history of developing, implementing and managing educational improvement initiatives to meet learning objectives.

• Canadian Society Studies of Education, 2009, True
• Canadian Association for Distance Education (CADE) and the Association for Media and Technology in Education in Canada (AMTEC), 2007-2008, True
• American Educational Research Association (AERA), 2004-2009, True, True
• McGill Education Graduate Students Society (EGSS), 2001-Present, True

• University Lecturer, Department of Educational and Counselling Psychology, McGill University, Montreal, Canada, Educational Psychology (EDPE300), Introduced undergraduate students to basic topics in Educational Psychology. Individual and group projects were designed to help students connect learning theories to classroom applications.
• Workshop Facilitator, Faculty of Dentistry, McGill University, Montreal, Canada, Three-day CIHR funded workshop on teaching and learning, Introduced fundamental concepts of teaching and learning, course design, concept maps, assessment and provided a hands-on microteaching activity to acquire teaching skills.
• University Lecturer, Teacher Training Center, Department of Educational Studies, National University of Tainan, Tainan, Taiwan, Educational Psychology (Teacher Training Center), Introduced fundamental concepts of Educational Psychology to Teacher Program students from different faculties. Lead class discussions and assigned group projects to facilitate student understanding.
• University Lecturer, Department of Educational Studies, National University of Tainan, Tainan, Taiwan, Psychology of Learning (Digital Learning and Materials), Introduced various learning theories to Education major students. Gave quizzes and assigned group projects to enhance student learning. Provided supplementary readings related to digital learning to deepen student understanding of specific learning theories.
• Educational Consultant, English Montreal School Board, Montreal, Canada, Ms. Darlene S. Kehyayan, Information and Communication Technology in Special Education, Designed individual and small group training program for teachers to integrate ICT into instruction and assessment. Provided on-call assistance for teachers, and monitored developmental progress of individual and specific project agendas. The 2-year project was supported by the Quebec Ministry of Education, emphasizing the use of digital video to improve learners with special needs. Worked closely with teachers, and designed individual and small group training programs for in-service teachers to integrate information communication technology into instruction and assessment. Provided on-site, on-call and remote assistance for teachers, and monitored developmental progress of individual and specific project agendas.
• Educational Technology Consultant, Montreal, Canada, Dr. Robert J. Bracewell, Partnership of Leadership in Learning, Collaborated with other doctoral students to form a consultation team led by Dr. Robert Bracewell and provided a systematic investigation using a cultural historical activity theory as the frame to examine classroom teaching. This perspective allowed a number of issues to be identified regarding using technology, designing instructional interventions, and supplying additional evaluation materials to ensure that the use of technology reflected the learning objectives as outlined by both the school and the Quebec Ministry of Education.
• Graduate Teaching Assistant, Department of Educational and Counselling Psychology, McGill University, Montreal, Canada, Dr. Marian Jazvac-Martek, Evaluation and Measurement (EDPE 304), Provided undergraduate students after-class assistance upon requested and scored assignments and exams for course evaluations.
• Graduate Teaching Assistant, Department of Integrated Studies in Education, McGill University, Montreal, Canada, Mrs. Barbara Edie Edwards, Classroom-Based Evaluation (EDEE 355), Assisted instructor in delivering lectures, promoted class discussion, facilitated group discussions, provided after-class tutorials to undergraduate students, and managed course evaluations.
• Teaching Intern, Municipal An-Pin Primary School, Tainan, Taiwan, True, True, Independently instructed cross-curricular subjects in Mandarin, Chinese Literature, English, Mathematics, and Science from Grades 2-6, facilitated courses for teachers to assist in the integration of technology in curricula and in teacher practice, and engaged in short-term administrative apprenticeship in office of academic and student affairs and school library.

• How video acts as a retrospective tool in mathematics problem solving, Computer Assisted Learning (CAL11): Learning Futures, April 13-15, 2011, Manchester, United Kingdom
• Clinical relevance under the microscope: Using pathology to stimulate medical student motivation and self-regulated learning in histology, United States and Canadian Academy of Pathology (USCAP) 100th meeting, February 26 - March 4, 2011, San Antonio, Texas, United States
• The learning transformation of self-regulated learning process in video assessment: An exploratory study, CSSE Annual Conference, May 28-June 1, 2010, Montreal, Canada
• The learning transformation of self-regulated learning process in video assessment: An exploratory study, American Educational Research Association, April 11-17, 2009, San Diego, United States
• Video assessment: Students' retrospective behaviours on the self-regulated Learning Process, EGSS, Faculty of Education, McGill University, March 13-14, 2009, Montreal, Canada
• Video assessment in promoting self-regulated learning, TechSEE III Workshop, 2008, National Normal Taiwan University, Taipei, Taiwan
• Scaffolding student collaborative interaction through socio-cultural mediation: Tools, rules and roles, American Educational Research Association, March 26-28, 2008, New York, United States
• Exploring how students' self-regulating learning influences the social nature of online learning, American Educational Research Association, March 26-28, 2008, New York, United States
• Acting with technology in a multicultural learning community: participant reactions to digital portfolio assessment in K-6, 2007 ICCE Conference, November 5-8, 2007, Hiroshima, Japan
• The current need of change in consultants' roles to support the usage of media in the classroom, 2007 CADE/AMTEC International Conference, May 13-16, 2007, Manitoba, Canada
• Understanding and Modeling Contradictions in a Technology-Rich Constructivist Classroom: A CHAT Perspective, Annual Meeting of American Educational Research Association, April 9-13, 2007, Chicago, United States
• The Challenges of Teachers' Constructivist Practices in a Technology-Rich Environment: An Activity Theory perspective, Annual Meeting of American Educational Research Association, April 9-13, 2007, Chicago, United States
• The problem of wide-scale implementation of effective use of information and communication technologies for instruction: Activity theory perspectives, Annual Meeting of American Educational Research Association, April 9-13, 2007, Chicago, United States
• Digital portfolios for assessing academic achievement at the elementary level: Issues and reactions, Annual Meeting of American Educational Research Association, April 7-11, 2006, San Francisco, United States
• Digital portfolios in classroom based evaluation: lessons learned from an elementary teacher, American Evaluation Association Annual Convention, October 24-30, 2004, Toronto, Canada
• Activity, tasks, and work ensembles: Constructs for understanding teachers' use of information technologies for instruction, Annual Meeting of American Educational Research Association, April 11-15, 2005, Montreal, Canada
• Digital portfolios in a cycle one classroom, Québec/Quebec Provincial Association of Teachers (APEQ/QPAT), November 11-12, 2004, Centre des congrès de Montréal, Canada

• Exploring the Impact of Students' Motivation and Self-regulation on the Social Nature of Online Learning Experiences, International Journal of Learning Technology, 8, 2, 86-108, 2013, Tsai, I.-C., Tung, I.-P., Laffey, J.
• Using video as a retrospective tool to understand self-regulated learning in mathematical problem solving, Fostering self-regulated learning through ICTs, G. Dettori, D. Persico, IGI Global Press, 194-209, 2011, Tung, I. -P., Chin, K.
• Teacher Education in Canada: Quebec and Ontario, Teacher Education and Teacher Quality, S.K. Yang, C.L. Huang, Ministry of Education, Taiwan, 203-224, 2011, Tung, I. -P., Li, Y. -S.
• Acting with technology in a multicultural learning community: Participant reactions to digital portfolio assessment in K-6, Supporting learning flow through integrative technologies, T. Hirashima, U. Hoppe, S. Young, IOS Press, 51-58, 2007, Tung, I. -P.
• The disciplinary foundations Education; Introductionary overview of educational theories, The disciplinary foundations Education, 101-173, 2007, Tung, I. -P., Chen, H.-P., Tseng, S.-J., Chien, C. -S.
• First-graders' problem solving process on addition and subtraction of positive integer; Reports of action research in elementary education, Reports of action research in elementary education, 320-345, 2001, Li, C. -H., Lu, C.-S., Tung, I. -P.