Altun, T., & Akyildiz, S. (2017). Investigating student teachers’ technological pedagogical content knowledge (TPACK) levels based on some variables. European Journal of Education Studies, 3(5), 467-485. Retrieved from http://oapub.org/edu/index.php/ejes/article/download/681/1916&hl Abstract: “This study investigates pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student…
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Powers, J. R., Musgrove, A. T., & Lowe, J. A. (2017). Technology shaping education in rural communities. In V. C. Bryan, A. T. Musgrove, & J. R. Powers (Eds.), Handbook of research on human development in the digital age (pp. 184-204). IGI Global. https://doi.org/10.4018/978-1-5225-2838-8.ch009 Abstract: “This chapter examines how technology has shaped the…
Comments closedZhou, Y., Chai, C.S., Liang, J-C., Jin, M., & Tsai, C-C. (2017). The relationship between teachers’ online homework guidance and technological pedagogical content knowledge about educational use of web. The Asia-Pacific Education Researcher, 19(5), 239-247. https://doi.org/10.1007/s40299-017-0344-3 Abstract: “The development of e-learning and digital campus has prompted more and more teachers to assign online homework…
Comments closedZainuddin, N., & Idrus, R.M. (2017). From TPACK to learning buffet: Developing a new model for open and flexible learning. Saudi Journal of Humanities and Social Sciences, 2(4), 344-347. Abstract: “Open and Flexible Learning is an excellent method of reaching all types of learners. It is truly a medium that helps…
Comments closedYorulmaz, A., Can, S., & Cokcaliskan, H. (2017). The relationship between the pre-service classroom teachers’ technopedagogical instructional competencies and epistemological beliefs. Journal of Education and Training Studies, 5(9), 27-35. https://doi.org/10.11114/jets.v5i9.2110 Abstract: “The purpose of the current study is to determine the relationship between the pre-service classroom teachers’ epistemological beliefs and techno pedagogical…
Comments closedYenmez, A.A., Ozpinar, I., & Gokce, S. (2017). Examining preservice mathematics teachers’ technological pedagogical content knowledge from their microteaching. Educational Sciences: Theory and Practice. Advance online publication. Abstract: “Microteaching is regarded as an effective method that allows preservice teachers to gain the experience of instructional processes and is used to improve teaching skills in…
Comments closedYenmez, A. A. (2017). An examination of the effectiveness of instruction in which pre-service mathematics teachers use technology to overcome student difficulties. Journal of Education and Practice, 8(5), 1-21. Abstract: “It is seen that students face certain difficulties when learning the concepts and the relationships between them in the mathematics education…
Comments closedWillermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011-2016. Journal of Educational Computing Research, 56(3), 315-343.https://doi.org/10.1177/0735633117713114 Abstract: “Technological Pedagogical and Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and…
Comments closedValtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M.C., Makitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasia Journal of Educational Technology, 33(3), 15-31. https://doi.org/10.14742/ajet.3518 Abstract: “Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills…
Comments closedUrbina, A. & Polly, D. (2017). Examining elementary school teachers’ integration of technology and enactment of TPACK in mathematics. The International Journal of Information and Learning Technology, 34(5), 439-451. https://doi.org/10.1108/IJILT-06-2017-0054 Abstract: “Purpose This study examined how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer…
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