Ng, K., Klavina, A., Ferreira, J. P., Barrett, U., Pozeriene, J., & Reina, R. (2021) Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European standards in adapted physical activity. European Journal of Special Needs Education, 36(1), 98-113. https://doi.org/10.1080/08856257.2021.1872848 Abstract: “When schools were closed due to…
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Ng, O., & Chan, T. (2021). In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”. British Journal of Educational Technology, 52(2), 751–767. https://doi.org/10.1111/bjet.13053 Abstract: “We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in-service secondary mathematics teachers’ noticing upon watching…
Comments closedMulyadi, D., Wijayatingsih, T., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological pedagogical and content knowledge of ESP teachers in blended learning format. International Journal of Emerging Technologies in Learning, 15(6), 124–139. https://doi.org/10.3991/ijet.v15i06.11490 Abstract: “The onslaught of technology in language learning necessitates ESP teachers to enhance their teaching quality by…
Comments closedMorsid, N. A., Salleh, S. M., & Shahrill, M. (2020). Students’ conceptions of learning using animations. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(2), 319-334. https://www.researchgate.net/publication/345127089_Students%27_Conceptions_of_Learning_Using_Animations Abstract: “This study explored the integration of animations in lessons designed using the Technological, Pedagogical, Content Knowledge (TPACK) framework to enhance students’ conceptual…
Comments closedMishra, P., & Warr, M. (2021). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117, 106673. https://doi.org/10.1016/j.chb.2020.106673 Abstract: “Highlights: • TPACK does not exist in a vacuum. • Systems and cultures can define or constrain the kinds of moves teachers can make in pedagogical space. • We define…
Comments closedMeroño, L., Calderón, A., & Arias-Estero, J. L. (2021). Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers. Revista de Psicodidáctica (English ed.), 26(1), 53-61. https://doi.org/10.1016/j.psicoe.2020.10.002 Abstract: “Given the growing role of digital technology and its relevance in the national curriculum, the design…
Comments closedMcClure, J., & Pilgrim, J. (2021). Implementing a 1:1 technology program in a rural, public school: A study of perceptions of technology integration. Journal of Research on Technology in Education, 54(2), 302-316. https://doi.org/10.1080/15391523.2020.1852455 Abstract: “Rural communities face unique challenges that can complicate techno-logical integration and impact the effectiveness of 1:1 technology initiatives.…
Comments closedMartin, D. A., McMaster, N., & Carey, M. D. (2020). Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT. Journal of Digital Learning in Teacher Education, 36(4), 221-236. https://doi.org/10.1080/21532974.2020.1781000 Abstract: “This study explores how using action plans, SMART goals, personal learning networking and peer…
Comments closedManiraho, J. F., Mutarutinya, V., & Njiku, J. (2020). Developing technological pedagogical content knowledge survey items: A review of literature. Journal of Digital Learning in Teacher Education, 36(3), 150-165. https://doi.org/10.1080/21532974.2020.1724840 Abstract: “This review of the literature analyzed twenty-eight survey instruments that were designed and validated by different researchers in order to measure…
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