Cando, F., Tituana, I., Cando, B., & Lema, Y. (2018). Competencia tecnologica pedagogica del contenido en el arena de lengua y literatura. Inicio, 13, 178–181. Retrieved from https://journal.espe.edu.ec/ojs/index.php/cienciaytecnologia/article/view/732/633 Abstract: “The main aim of this research was to determine the level of Technological, Pedagogical Content Knowledge of Basic Education teachers in the area of Language…
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Cabero, J., & Barroso, J. (2016). ICT teacher training: A view of the TPACK model. Cultura y Educacion, 28(3), 633–663. http://dx.doi.org/10.1080/11356405.2016.1203526 Abstract: “This paper presents a study on the TPACK model (Technological Pedagogical Content Knowledge), which focuses on the assumption that in order to use ICTs effectively in teaching, the instructor must be trained…
Comments closedBuss, R. R., Foulger, T. S., Wetzel, K., & Lindsey, L. (2018). Preparing teachers to integrate technology into K-12 instruction II: Examining the effects of technology-infused methods courses and student teaching. Journal of Digital Learning in Teacher Education, 34(3), 134–150. https://doi.org/10.1080/21532974.2018.1437852 Abstract: “In a 2-year longitudinal study, we examined the effectiveness of a…
Comments closedBrinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. Internet & Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Abstract: “The purpose of this study was to examine one model for training new online instructors and measure the influence it had on their teaching…
Comments closedBower, M., & Vlachopoulos, P. (2018). A critical analysis of technology-enhanced learning design frameworks. British Journal of Educational Technology, 49(6), 981-997. https://doi.org/10.1111/bjet.12668 Abstract: “Numerous models have been developed to help teachers efficiently and effectively design learning opportunities using new and emerging technologies. However, the literature to date makes little reference to…
Comments closedbin Ishak, M. F. F. & Abu, A. G. (2018). Exploring TPACK domains of Malaysian non-option ESL teachers in an online flipped learning course through Blendspace. EduLite: Journal of English Education, Literature, and Culture, 3(2), 110-124. http://dx.doi.org/10.30659/e.3.2.110-124 Abstract: “The purpose of this paper is to explore teachers’ Technological Pedagogical and Content Knowledge…
Comments closedBarac, K., Prestridge, S., & Main, K. (2017). Stalled innovation: Examining the technological, pedagogical and content knowledge of Australian university educators. Australian Educational Computing, 32(1). Retrieved from http://journal.acce.edu.au/index.php/AEC/article/view/140 Abstract: “This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial…
Comments closedBakac, E. (2018). The impact on technology integration self-efficacy beliefs of prospective teachers’ self-directed learning trends with technology. European Journal of Educational Studies, 12(4), 72–87. https://doi.org/10.5281/zenodo.1341050 Abstract: “The purpose of this research is to determine the effect of self-directed learning tendencies of prospective teachers on the self-efficacy beliefs of technology integration. In addition, prospective teachers’…
Comments closedYang, C. (2018). Research on the mixed teaching mode on TPACK in software testing course. Recent Patents on Computer Science, 11(4), 302–311. https://doi.org/10.2174/2213275911666181011150237 Abstract: “Background: Software testing is a common course in universities. It mainly explains the principles and methods of software testing and the use of testing tools. It is committed…
Comments closedVereshchahina, T., Liashchenko, O., & Babiy, S. (2018). English language teachers’ perceptions of hybrid learning at university level. Advanced Education, 10, 88–97. https://doi.org/10.20535/2410-8286.148368 Abstract: “The rapid growth of modern technologies has facilitated the emergence of hybrid learning as a specially designed training system that combines face-to-face learning and remote phase. Since this teaching…
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