Cahyono, B. Y., Kurnianti, O. D., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ application of TPACK in in-service education teaching practices. International Journal of English Language Teaching, 4(5), 16-30. https://eajournals.org/ijelt/vol-4-issue-5-may-2016/indonesian-efl-teachers-application-tpack-service-education-teaching-practices/ Abstract: “This study examines how TPACK-oriented teaching practice course benefits Indonesian EFL teachers in improving the quality of their EFL instructional…
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Bilici, S. C. (2016). An examination of science teachers’ knowledge structures towards technology. International Journal of Environmental and Science Education, 11(5), 571-586. http://www.ijese.net/makale/112.html Abstract: “The purpose of the study was to examine science teachers’ knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was…
Comments closedAtasoy, E., Uzun, N., & Aygun, B. (2016). Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment. World Journal on Educational Technology, 8(1), 18-24. doi:10.18844/wjet.v8i1.496 Abstract: “The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed…
Comments closedAlmerich, G., Orellana, N., Suárez-Rodriguez, J., & Díaz-Garcia, I. (2016). Teachers’ information and communication technology competencies: A structural approach. Computers & Education, 100, 110-125. doi:10.1016/j.compedu.2016.05.002 Abstract: “Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. One problem with teachers’ ICT competences is the…
Comments closedAkkaya, R. (2016). Research on the development of middle school mathematics pre-service teachers’ perceptions regarding the use of technology in teaching mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 861-879. doi:10.12973/eurasia.2016.1257a Abstract: “This study aimed to investigate the changes in teacher perceptions regarding the use of technology subsequent to…
Comments closedZhang, T., & Wang, L. (2016). Pre-service mathematics teachers’ technology pedagogical content knowledge: An investigation in China. Journal of Mathematics Education, 9(1), 126-135. Retrieved from http://educationforatoz.com/images/Tingyan_Zhang_2016.pdf Abstract: “Teachers’ technology pedagogical content knowledge (TPACK) has become a international hot research topic for decades. The framework proposed by Mishra and Koehler (2006) has been…
Comments closedRoberts, K., Shedd, M., & Norman, R. (2012). The common core standards on technology: A shift in focus for states. NERA Journal, 48(1), 56-65. Retrieved from https://www.researchgate.net/profile/Rebecca_Norman5/publication/275584285_The_Common_Core_Standards_on_Technology_A_SHIFT_in_Focus_for_States/links/5540272b0cf29680de9dd550.pdf Abstract: None.
Comments closedReese, J. A., Bicheler, R., & Callan, R. (2016). Field experiences using iPads: Impact of experience on preservice teachers’ beliefs. Journal of Music Teacher Education, 26(1), 96-111. doi:10.1177/1057083715616441 Abstract: “The purpose of this phenomenological case study was to investigate the lived experiences of preservice music teachers using iPads to engage secondary general…
Comments closedPiotrowski, A., & Witte, S. (2016). Flipped learning and TPACK construction in English education. International Journal of Technology in Teaching and Learning, 12(1), 33-46. https://eric.ed.gov/?id=EJ1213368 Abstract: “This study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course…
Comments closedPhillips, M. (2016). Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice. Education and Information Technologies, 22. https://doi.org/10.1007/s10639-016-9512-y Abstract: “Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers’ technology use in classroom settings. While these…
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