Cheung, G., Wan, K., & Chan, K. (2018). Efficient use of clickers: A mixed-method inquiry with university teachers. Education Sciences, 8(1), 31. https://doi.org/10.3390/educsci8010031 Abstract: “With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students’ response system (SRS), commonly known as clickers, has experienced…
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Chai, C. S. (2019). Teacher professional development for science, technology, engineering and mathematics (STEM) education: A review from the perspectives of technological pedagogical content (TPACK). Asia-Pacific Education Researcher, 28(1), 5–13. https://doi.org/10.1007/s40299-018-0400-7 Abstract: “This review identifies 20 studies pertaining to teacher professional development for STEM education. Using a mixture of content analysis…
Comments closedCekmez, E., & Guler, M. (2019). One problem, multiple solutions: The contribution of DGS to heuristics in the problem-solving process. Journal of Computers in Mathematics and Science Teaching, 38(3), 231–247. Retrieved from https://www.learntechlib.org/p/184718/ Abstract: “There is a large body of literature concerning the potential of dynamic geometry software (DGS) in the…
Comments closedCardullo, V. M., & Clark, L. (2019). Exploring faculty and student iPad integration in higher education. International Journal of Reliable and Quality E-Healthcare, 8(2), 50–69. https://doi.org/10.4018/ijrqeh.2019040104 Abstract: “Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook.…
Comments closedCam, E., & Saltan, F. (2019). The relationship between primary education teachers’ technological pedagogical content knowledge and lifelong learning tendency. Ilkogretim Online, 18(3), 1196–1207. https://doi.org/10.17051/ilkonline.2019.611468 Abstract: “The aim of this study is to determine the relationship between primary education teachers’ technological pedagogical content knowledge and lifelong learning tendency. In the study,…
Comments closedBostancıoğlu, A., & Handley, Z. Developing and validating a questionnaire for evaluating the EFL “Total PACKage:” Technological pedagogical content knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5/6), 572–598. https://doi.org/10.1080/09588221.2017.1422524 Abstract: “This paper introduces a new self-report questionnaire for the assessment of TPACK for English language…
Comments closedBohloko, M., Makatjane, T. J., George, M. J., & Mokuku, T. (2019). Assessing the effectiveness of using YouTube videos in teaching the chemistry of group I and VII elements in a high school in Lesotho. African Journal of Research in Mathematics, Science & Technology Education, 23(1), 75–85. https://doi.org/10.1080/18117295.2019.1593610 Abstract: “This study,…
Comments closedBingimlas, K. (2018). Investigating the level of teachers’ knowledge in technology, pedagogy, and content (TPACK) in Saudi Arabia. South Africa Journal of Education, 38(3), 1–12. https://doi.org/10.15700/saje.v38n3a1496 Abstract: “This self-assessment study aims to investigate Saudi teachers’ knowledge about the three essential components of TPACK, technology, content, and pedagogy. A quantitative research…
Comments closedBardakci, S., & Alkan, M. F. (2019). Investigation of Turkish preservice teachers’ intentions to use IWB in terms of technological and pedagogical aspects. Education & Information Technologies, 24(5), 2887–2907. https://doi.org/10.1007/s10639-019-09904-4 Abstract: “The purpose of this study was to investigate the technological and pedagogical constructs underlying Turkish preservice teachers’ behavioral intentions to…
Comments closedBahriah, E. S., & Yunita, L. (2019). Investigating the competencies of technological pedagogical content knowledge and self-efficacy of chemistry teachers. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012021 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is an integration knowledge between technology, content of learning, and pedagogy which obtain to an integrated learning based…
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