Fox, W. H., & Docherty, P. D. (2019). Student perspectives of independent and collaborative learning in a flipped foundational engineering class. Australasian Journal of Educational Technology, 35(5), 79–94. https://doi.org/10.14742/ajet.3804 Abstract: “Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for…
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Fabian, K., Clayes, E., & Kelly, L. (2019). Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution. Research in Learning Technology, 27, 1–13. https://doi.org/10.25304/rlt.v27.2296 Abstract: “Demand for blended and online learning environments is increasing and concurrent with this is the changing competencies required for teachers to…
Comments closedDe Freitas, G., & Spangenberg, E. D. (2019). Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers. Pythagoras, 40(1), 1–13. https://doi.org/10.4102/pythagoras.v40i1.431 Abstract: “Many mathematics teachers struggle to effectively integrate information and communication technology (ICT) in their teaching and need continuous professional development programmes to improve their…
Comments closedCrâciun, D., & Buniou, M. (2019). Digital comics, a visual method for reinvigorating Romanian science education. Revista Românească pentru Educaţie Multidimensională, 11(4), 322–341. https://doi.org/10.18662/rrem/172 Abstract: “The Romanian science education reform is targeting a real literacy in science and technology among all graduates of the compulsory education. Writing, talking, and reading about science…
Comments closedCandeli, S. (2019). Unibo Clil training: Good practices, technology and inclusive education. International Journal for Cross-Disciplinary Subjects in Education, 10(3), 4088–4097. https://infonomics-society.org/wp-content/uploads/Unibo-Clil-Training.pdf Abstract: “This analysis aims at focusing on the close cooperation between the University of Bologna (Science of Education) and the Italian Ministry of Education issues in relation to Clil training…
Comments closedBoche, B. (2019). A critical analysis of technology’s impact on teacher’s views of literacy learning and teaching: A continuum of understandings. Journal of Literacy and Technology, 20(4), 46–80. https://literacyandtechnologyorg.files.wordpress.com/2023/08/jlt_v20_4_boche.pdf Abstract: “The purpose of this study was to investigate three middle school English teachers’ understandings of literacy and technology. In particular, how do…
Comments closedBarisić, K. D., Divjak, B., & Kirinić, I. (2019). Education systems as contextual factors in the technological pedagogical content knowledge framework. Journal of Information and Organizational Sciences, 43(2), 163–183. https://doi.org/10.31341/jios.43.2.3 Abstract: “Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK) framework represents the knowledge…
Comments closedAziz, F., Haryani, S., & Susilogati Sumarti, S. (2020). Analysis of pedagogical content knowledge topic specific PCK model for chemistry teachers at the Vocational School of Semarang in Stoichiometry. Journal of Innovative Science Education, 9(2), 159–166. [Server offline: 6/29/21] Abstract: “Pedagogical Content Knowledge (PCK) is an integration between subject matter knowledge (SMK)…
Comments closedAtar, C., Aydin, S., & Bagci, H. (2019). An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Dil ve Dilbilimi Calismalari Dergisi, 15(3), 794–805. https://doi.org/10.17263/jlls.631517 Abstract: “The purpose of this study is to identify pre-service English teachers’ technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK)…
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