Wei, C., Xiaodong, W., Keijan, C., & Zhongda, L. V. (2019). Measurement and improvement path of TPACK context of professional teachers of civil engineering in higher education. Revista de Cercetare si Interventie Sociala, 65, 276–291. https://doi.org/10.33788/rcis.65.17 Abstract: “In the information age, with the rapid emergence of multimedia computers, smart phones and various…
Comments closedCategory: Journal article
Wang, S–W. (2019). The application of the interconnected model of professional growth and the change of teacher role in the development process of expert teacher. Advances in Social Science, Education and Humanities Research, 369, 239–239. https://doi.org/10.2991/ichess-19.2019.48 Abstract: “The cultivation of expert teacher symbolizes the improvement of educational quality. In recent years, the…
Comments closedVasetskaya, N., & Glukhov, V. (2019). Transformation of university functions in the conditions of knowledge-digital economy. Atlantis Highlights in Computer Sciences, 1, 409–414. https://doi.org/10.2991/icdtli-19.2019.71 Abstract: “The subject of the research is the university in the conditions of knowledge economy. The purpose of the article is to analyze and rethink the basic functions…
Comments closedUysal, S., & Gundogdu, K. (2019). Predictors of self-regulated learning skills of computer education and instructional technology (CEIT) students. International Journal of Psycho-Educational Sciences, 8(3), 29–40. https://www.journals.lapub.co.uk/index.php/IJPES/article/view/1233 Abstract: “In this correlational survey study, it was aimed to determine significant predictors of self-regulated learning skills of Computer Education and Instructional Technology (CEIT) students.…
Comments closedThinzarkyaw, W. (2020). The practice of technological pedagogical content knowledge of teacher educators in education colleges in Myanmar. Contemporary Educational Technology, 11(2), 159–176. https://doi.org/10.30935/cet.660829 Abstract: “The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A…
Comments closedTan, L., Chai, C. S., Deng, F., Zheng, C. P., & Drajati, N. A. (2019). Examining pre-service teachers’ knowledge of teaching multimodal literacies: A validation of a TPACK survey. Educational Media International, 56(4), 285–299. https://doi.org/10.1080/09523987.2019.1681110 Abstract: “Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies…
Comments closedStapf, K., & Martin, B. (2019). TPACK + mathematics: A review of current TPACK literature. International Journal on Integrating Technology in Education, 8(3), 13–20. https://doi.org/10.5121/ijite.2019.8302 Abstract: “This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and…
Comments closedSong, Y–K., & Hwang, S–H. (2019). Relationship among pre-service early childhood teacher’s perception on technology equipment use, computational thinking, and TPACK. Journal of Convergence for Information Technology, 9(9), 166–174. https://doi.org/10.22156/CS4SMB.2019.9.9.166 Abstract: “This study aims to determine factors influencing pre-service early childhood teachers’ perception of technology equipment. Online survey is conducted to 289…
Comments closedSnelson, C. (2019). Teaching qualitative research methods online: A scoping review of the literature. The Qualitative Report, 24(11), 2799–2814. https://nsuworks.nova.edu/tqr/vol24/iss11/9 Abstract: “Online education has become well established as an avenue for flexible access to educational opportunities. Those who teach qualitative research methods online may find it difficult to locate research or best…
Comments closedSchmidt, N. (2019). Digital multimodal composition and second language teacher knowledge. TESL Canada Journal, 36(3), 1–30. https://doi.org/10.18806/tesl.v36i3.1319 Abstract: “Before second language writing (SLW) teachers’ digital practices can be supported, their needs must first be understood. To accomplish effective technology enhanced instruction, SLW teachers must blend their knowledge of composition theory, second language…
Comments closed