Celik, I., & Dogan, S. (2025). Intelligent-TPACK for AI-assisted literacy instruction: A novel technological approach to prepare teachers for future classrooms. In J. D. DeHart, S. Abas, R. A. Mora, & D. Gibbons-Pyles (Eds.). Reimagining literacy in the age of AI: Theory and practice (Chapter 5). Routledge. https://doi.org/10.1201/9781003510635 Abstract: “The…
Comments closedCategory: Book chapter
Kulaksız, T., Alkan, O. K., & Geris, A. (2025). The development of future school psychology counselors’ technology integration skills: Reflection from real-life implementation. In E. Cela, V. Paliktzoglou , S. S. Sengar, P. Eappen, & N. R. Vajjhala (Eds.). Enhancing school counseling with technology and case studies (pp. 317-340). IGI…
Comments closedAli, S., and Hernandez, J. (2023). Identifying in-service teachers’ perceptions of developing 21st century skills through science education using TPACK-21 framework. In J. Trumble, S. Assim, J. Ellis, and D. Slykhuis (Eds.), Theoretical and practical teaching strategies for K-12 science education in the digital age (pp. 154-171). IGI Global. https://doi.org/10.4018/978-1-6684-5585-2.ch009…
Comments closedDuan, C., & Jiao, J. (2023). An exploration of the current state of research related to open education practices—A visual analysis based on CiteSpace. In A.W.B. Tso, W.W.L. Chan, S.K.K. Ng, T.S. Bai, & N.P.K. Lo (Eds.), Critical reflections on ICT and education: Selected papers from the HKAECT international conference…
Comments closedSobernanes-Martin, A., Soberanes, F., & Castillo, J. L. (2024). Programming fundamentals mixed reality learning object. In P. Ilic (Ed.), Optimizing education through micro-lessons: Engaging and adaptive learning strategies (pp. 301-324). IGI Global. https://www.igi-global.com/chapter/programming-fundamentals-mixed-reality-learning-object/336679 Abstract: “This chapter proposes the creation of a learning object based on the microlearning strategy, which focuses…
Comments closedEl Mrani, N. & Khaldi, M. (2024). Fostering pedagogical innovation through the effective choice of mediatization tools based on TPACK model and technology integration frameworks. In M. Khaldi (Ed.), Fostering pedagogical innovation through effective instructional design (pp. 262-286). IGI Global. https://doi.org/10.4018/979-8-3693-1206-3.ch012 Abstract: “The need for innovation in the design and mediatization practices…
Comments closedJackson, H. A. & Rosenblatt, K. (2024). UDL and Technology Integration Models: Addressing Technological Determinism. In M. Bartlett & S. Ehrlich (Eds.), Unlocking learning potential with universal design in online learning environments (pp. 98-125). IGI Global. https://doi.org/10.4018/979-8-3693-1269-8.ch006 Abstract: “This chapter outlines the significance of equitable learning practices within legislation and educator preparation…
Comments closedKelly, M.A. (2008). Bridging digital and cultural divides: Technological pedagogical content knowledge for equity of access to technology. In AACTE Committee on Innovation and Technology (Eds.). The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 31-58). Routledge. Abstract: None.
Comments closedMaroofi, Y., Mohammad pour, E., & Haidari, S. (2023). Comparing the professional competencies teachers graduated from Farhangian University with those of Madeh 28: A TPACK-vased study. Educational Measurement and Evaluation Studies, 13(44), 7-26. https://jresearch.sanjesh.org/article_710257.html?lang=en Abstract: “Objective: The primary purpose of the present study was to compare the professional competencies of teachers who graduated…
Comments closedFoulger, T. (2023). Technology infusion in teacher preparation. In EdTechnica: The open encyclopedia of educational technology. https://doi.org/10.59668/371.14237 Abstract: “A technology-infused preparation program teaches candidates how to use technology as a program-deep and program-wide curricular area. The goal of an infused program is to graduate PK-12 educators who are technology-capable from…
Comments closed