Woodward, L., & Hutchinson, A. (2018). The STAK model: Exploring individualized professional development for technology integration in literacy. Journal of Technology and Teacher Education, 26(4), 613–644. Retrieved from https://www.learntechlib.org/primary/p/182165/ Abstract: “While teachers in many states are implementing the Common Core State Standards, increased attention is being paid to supporting teachers through professional development,…
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Vukicevic-Dordevic, L. (2018). Evolving learning paradigms: Affordances and constraints. Journal of Teaching English for Specific and Academic Purposes, 6(3), 377–387. https://doi.org/10.22190/JTESAP1803377D Abstract: “A successful teacher is not only a person with specialist knowledge and prominent personal features but the one with skills and capacities emphasizing particularly his/her managerial qualities. In addition,…
Comments closedVasodavan, V., DeWitt, D., & Alias, N. (2019). TPACK in higher education: Analysis of the collaborative tools used by lecturers. Jurnal Kurikulum & Pengajaran Asia Pacifik, 7(1), 9–17. Retrieved from https://juku.um.edu.my/article/view/17500 Abstract: “Globalized Online Learning as one of the shifts to transform the higher education system to align with global trends employ…
Comments closedTsouccas, L. F., & Meletiou-Mavrotheris, M. (2019). Enhancing in-service primary teachers’ technological, pedagogical and content knowledge on mobile mathematics learning. International Journal of Mobile and Blended Learning, 11(3), 1–18. https://doi.org/10.4018/ijmbl.2019070101 Abstract: “This article reports on the main insights from a study aimed at equipping a group of in-service teachers with the knowledge,…
Comments closedSpyropoulou, N., Pierrakeas, C. J., & Kameas, A. (2019). Experience gained from applying a team-based approach for MOOC development. International Journal of Web-Based Learning and Teaching Technologies, 14(2), 1530. https://doi.org/10.4018/ijwltt.2019040102 Abstract: “Massive open online courses (MOOC) constitute an emerging technology for distance and open education while interest in incorporating them in higher…
Comments closedSarı, M. H. & Bostancıoğlu, A. (2018). Application of technological pedagogical content knowledge framework to elementary mathematics teaching: A scale adaptation study. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 11(2), 296-317. http://dx.doi.org/10.30831/akukeg.368836 Abstract: “The present study aimed to adapt the Technological Pedagogical and Content Knowledge (TPACK) for mathematics teaching questionnaire into Turkish…
Comments closedRust, J. (2019). Toward hybridity: The interplay of technology, pedagogy, and content across disciplines at a small liberal arts college. Journal of the Scholarship of Teaching and Learning, 19(2), 102–129. https://doi.org/10.14434/josotl.v19i1.23585 Abstract: “Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates…
Comments closedPurwaningshi, E., Nurhadi, D., & Masjkur, K. (2019). TPACK development of prospective physics teachers to ease the achievement of learning objectives: A case study at the State University of Malang, Indonesia. Journal of Physics: Conference Series, 1185, 17. https://doi.org/10.1088/1742-6596/1185/1/012042 Abstract: “In today’s Industry 4.0 era, the development of science and digital technology…
Comments closedPaciga, K. A. (2019). Emergently digital in grade two: Another case of “3.6 minutes per day?” Journal of Literacy and Technology Special Edition, 20(1), 119–149. https://literacyandtechnologyorg.files.wordpress.com/2023/09/jlt_v20_1_paciga.pdf Abstract: “This case study examines the presence of digital tools and the inclusion of digital activities in a grade two classroom for one unit of…
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