Getenet, S. T. (2017). Adapting technological pedagogical content knowledge framework to teach mathematics. Education and Information Technologies, 22, 2629–2644. https://doi.org/10.1007/s10639-016-9566-x Abstract: “The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This…
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Çoklar, A. N., & Özbek, A. (2017). Analyzing of relationship between teachers’ individual innovativeness levels and their TPACK self-efficacies. Journal of Human Sciences, 14(1), 427-440. doi:10.14687/jhs.v14i1.4413 Abstract: “Individual characteristics of people such as approach to technology, knowledge level and perceptions come into prominence. Rogers is classified individuals in five different categories…
Comments closedChukwuemeka, E. J., & Iscioglu, E. (2016). An examination of lecturers’ technological pedagogical content knowledge perceptions at the faculty of education in EMU in Cyrus. Croatian Journal of Education, 18(4), 999-1034. doi: 10.15516/cje.v18i4.1845 Abstract: “The use of technology in instruction has brought about different perceptions. The need to know how teachers integrate…
Comments closedChing, Y.-H., Yang, D., Baek, Y., & Baldwin, S. (2016). Enhancing graduate students’ reflection in e-portfolios using the TPACK framework. Australasian Journal of Educational Technology, 32(5), 108-122. doi:10.14742/ajet.2830 Abstract: “When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that graduate students demonstrate their knowledge…
Comments closedCan, S., Dogru, S., & Bayir, G. (2017). Determination of pre-service classroom teachers’ technological pedagogical content knowledge. Journal of Education and Training Studies, 5(2), 160-166. doi:10.11114/jets.v5i2.2083 Abstract: “It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education.…
Comments closedCabus, S. J., Haelermans, C., & Franken, S. (2017). SMART in mathematics? Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency. British Journal of Educational Technology, 48(1), 145-161. https://doi.org/10.1111/bjet.12350 Abstract: “This paper explored the effects of in-class-level differentiation by making innovative use of an interactive whiteboard (SMARTboard) on math…
Comments closedBatiibwe, M. S. K., Bakkabulindi, F. E. K., & Mango, J. M. (2016). Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: A conceptual paper. Makerere Journal of Higher Education, 8(2). Abstract retrieved…
Comments closedBatiibwe, M. S. K., & Bakkabulindi, F. E. K. (2016). Technological pedagogical content knowledge (TPACK) as a theory on factors of the use of ICT in pedagogy: A review of literature. International Journal of Education and Research, 4(11), 123-138. Retrieved from http://www.ijern.com/journal/2016/November-2016/11.pdf Abstract: “The use of ICT in pedagogy has a positive impact…
Comments closedAkmal, A. (2017). Local culture and morality attachment to TPACK framework of pre-service English teachers within the challenge of the 21st century skills. International Journal of Education, 9(2), 113-119. doi:10.17509/ije.v9i2.5465.g3752 Abstract: “In 2045, Indonesia is determined to have a golden generation in order to improve the nation’s competitiveness. However, in reality the…
Comments closedMalik, K. D. (2015). A case study on how teaching in a one-go-one setting with the iPad is aligned with the TPACK framework (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10145126) Abstract: “This mixed-method multiple-case study explores the ways successful teaching with the iPad in a one-to-one…
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