Sensoy, O., & Yildrim, H. I. (2018). Impact of technological pedagogical content knowledge based education applications on prospective teachers’ self-efficacy belief levels toward science education. Journal of Education and Training Studies, 6(10), 29–38. https://doi.org/10.11114/jets.v6i10.3433 Abstract: “The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on…
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Saralar, I., Isiksal-Bostan, M., & Akyuz, D. (2018). The evaluation of a pre-service mathematics teacher’s TPACK: A case of 3D shapes with Geogebra. International Journal for Technology in Mathematics Education, 25(2), 3–21. https://blogs.exeter.ac.uk/ijtme/vol-25-no-4-2018/vol-25-no-1-2018-2/ Abstract: “This paper describes a pre-service mathematics teacher’s technological pedagogical content knowledge (TPACK) during her school experience. This study…
Comments closedSaltan, F., & Arslan, K. (2017). A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence. Cogent Education, 4(1), 1–12. https://doi.org/10.1080/2331186X.2017.1311501 Abstract: “This study aimed to investigate and compare in-service and pre-service teachers’ self confidence on technological pedagogical content knowledge (TPACK) in relation to their teaching experience, expertise, technology usage,…
Comments closedRonan, B. (2018). Standards based technology integration for emergent bilinguals. Multicultural Education, 25(2), 7–12. Retrieved from https://eric.ed.gov/?id=EJ1181535 Abstract: “The article discusses the use of a standards-based framework to support technology integration for bilingual education in California. Topics discussed include the alignment of the Technological, Pedagogical and Content Knowledge (TPACK) model with the English Language…
Comments closedReichert, M., & Mouza, C. (2018). Teacher practices during Year 4 of a one-to-one mobile learning initiative. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.12283 Abstract: “This study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices…
Comments closedRedmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707 Abstract: “The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and…
Comments closedRedmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214 Abstract: “Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains…
Comments closedPark, E. K., & Hargis, J. (2018). New perspective on TPACK framework in the context of early childhood education: The “A” stands for affective. International Journal for the Scholarship of Teaching & Learning, 12(2), 1–9. https://doi.org/10.20429/ijsotl.2018.120217 Abstract: “The purpose of this exploratory single-case study is to investigate the affordances of iPad transpired within…
Comments closedPareto, L., & Willermark, S. M. L. (2018). TPACK in situ: A design-based approach supporting professional development in practice. Journal of Educational Computing Research, 57(5), 1186–1226. https://doi.org/10.1177/0735633118783180 Abstract: “Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most…
Comments closedMilner-Bolotin, M. (2018). Promoting reflective physics teaching through the use of collaborative learning annotation system. Physics Teacher, 56(5), 313–316. https://doi.org/10.1119/1.5033879 Abstract: “Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning…
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