Backfisch, I., Franke, U., Ohla, K., Scholtz, N., & Lachner, A. (2023). Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge (TPACK): Group composition matters. Unterrichtswissenschaft, 51(4), 579–604. https://doi.org/10.1007/s42010-023-00192-z Abstract: “Collaborative design practices, in which pre-service teachers construct lesson plans in small groups, is regarded as beneficial…
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Pörn, R., Braskén, M., Wingren, M., & Andersson, S. (2024). Attitudes towards and expectations on the role of artificial intelligence in the classroom among digitally skilled Finnish K-12 mathematics teachers. LUMAT: International Journal on Math, Science and Technology Education, 12(3). https://doi.org/10.31129/lumat.12.3.2102 Abstract: “The growing impact and importance of artificial intelligence…
Comments closedMolotsi, A. (2023). Exploring secondary school teachers’ use of the Technological Pedagogical and Content Knowledge (TPACK) model in delivering subject content after the COVID-19 pandemic disruption threat. International Journal of Education and Development using ICT, 19(3). http://ijedict.dec.uwi.edu/viewarticle.php?id=3189. Abstract: “The integration of digital devices in education has been widely practised throughout the…
Comments closedNautiyal, R., & Dabral, P. (2023). Exploring pre-service teachers’ perspectives on TPACK: Technology, Pedagogical, and Content Knowledge. Journal of Mountain Research, 18(2), 339-346. https://doi.org/10.51220/jmr.v18i2.37 Abstract: “In the context of educational transformation, the integration of innovations into teacher education programs is essential for enhancing the effectiveness of the teaching-learning process. Teachers…
Comments closedShakil, E., & Siddiq, S. (2024). ESL teachers’ perceptions about ChatGPT as a threat to analytical writing abilities of ESL learners at graduate level. Pakistan Languages and Humanities Review, 8(1), 115–128. https://doi.org/10.47205/plhr.2024(8-I)10 Abstract: “This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing…
Comments closedAsy’ari, M., Samsuri, T., Firdaus, L., Prayogi, S., Azmi, I., Mujriah, M., Hunaepi, H., Juliansyah, A., Kurnia, N., Aziza, I. F., & Rahmawati , H. (2023). Enhancing the quality of learning through training in PBL and TPACK-based teaching module. Sasambo: Jurnal Abdimas (Journal of Community Service), 5(4), 889–897. https://journal-center.litpam.com/index.php/Sasambo_Abdimas/article/view/1723 Abstract: “The goal…
Comments closedChen, A., Li, W., & Fu, W. (2024). Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13433 Abstract: “Considerable research has been dedicated to studying teachers’ digital competence, yet limited insights have been gained regarding…
Comments closedRaphael, C., & Mtebe, J. S. (2024). Understanding teachers’ technological and pedagogical knowledge at the University of Dar es Salaam in the new normal era: Situating teaching in the TPACK framework. University of Dar Es Salaam Library Journal, 18(2). https://doi.org/10.4314/udslj.v18i2.11 Abstract: “This study investigates the integration and application of Technological…
Comments closedKasim, U., Muslem, A., Mustafa, F., & Ibrahim, H. (2024). TPACK, English proficiency, and technology applications in pre-service English teacher professional development teaching practice. Language Related Research. Advance online publication. https://lrr.modares.ac.ir/browse.php?a_id=72105&sid=14&slc_lang=en&ftxt=0 Abstract: “English proficiency as the content knowledge for English as a foreign language (EFL) teachers determines their instructional quality.…
Comments closedNieves Licwinko, K. (2024). Technology integration among special education certified co-teachers in the inclusion classroom. Journal of Special Education Technology. https://doi.org/10.1177/01626434241227170 Abstract: “This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the…
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