Bower, 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…
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bin 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…
Comments closedTseng, J–J., Cheng, Y–S., & Yeh, H–N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171–182. https://doi.org/10.1016/j.compedu.2018.09.022 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in relation to integrating technology into teaching. However, whether this theoretical concept…
Comments closedSong, M. J. (2018). Learning to teach 3D printing in schools: How do teachers in Korea prepare to integrate 3D printing technology into classrooms? Educational Media International, 55(3), 183–198. https://doi.org/10.1080/09523987.2018.1512448 Abstract: “3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers…
Comments closedSingh, K. K. K., Yamat, H., & Wahi, W. (2018). Teachers’ beliefs on technological fusion in teaching ESL students. Creative Education, 9, 2125–2136. Retrieved from http://www.scirp.org/journal/ce Abstract: “Studies on the effectiveness of technology have shown that it enhances students in language learning and helps gain their involvement. Nevertheless, there is still resistance among…
Comments closedRamoroka, T., & Tsheola, J. (2018). Blended learning and educators’ digital technology literacy for the TV white spaces pilot project in Mankweng Circuit, South Africa. International Journal of International of Educational Sciences, 20(1–3), 49–63. doi:10.1080/09751122.2017.1305734 Abstract: “This paper examines the levels of information and communication technology (ICT) literacy among educators at three…
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