Yurdakul, I. K., & Coklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 34(4), 363-376. https://doi.org/10.1111/jcal.12049 Abstract: “The purpose of this study was to build a model that predicts the relationships between the Technological Pedagogical Content Knowledge (TPACK) competencies and information…
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Jordan, K. (2013). The influence of gender on beginning teachers’ measurement of TPACK knowledge. Australian Educational Computing, 28(2). http://journal.acce.edu.au/index.php/AEC/article/view/21. Abstract: “TPACK is emerging as an influential framework for conceptualising teacher knowledge in regards to integrating ICT and is generating considerable international research interest. To date, the question of whether gender…
Comments closedJamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK survey instrument. Australian Educational Computing, 27(3), 26-35. http://eprints.usq.edu.au/id/eprint/24524 Abstract: “One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development…
Comments closedGetenet, S. T., Beswick, K., & Callingham, R. (2016). Professionalizing in-service teachers’ focus on technological pedagogical and content knowledge. Education and Information Technologies, 21, 19-34. http://doi.org/10.1007/s10639-013-9306-4 Abstract: “In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a…
Comments closedFinger, G., Albion, P., Jamieson-Proctor, R., Cavanagh, R., Grimbeek, P., Lloyd, M., Fitzgerald, R., Bond, T., & Romeo, G. (2013). Teaching Teachers for the Future (TTF) Project TPACK survey: Summary of the key findings. Australian Educational Computing, 27(3), 13-25. http://eprints.usq.edu.au/24522/ Abstract: “This paper presents a summary of the key findings…
Comments closedEfilti, E., & Coklar, A. N. (2013). The study of the relationship between teachers’ teaching styles and TPACK education competencies. World Journal on Educational Technology, 5(3), 348-357. https://web.archive.org/web/20170706060647/http://sproc.org/archives/index.php/wjet/article/viewFile/2540/pdf_217/ Abstract: “The aim of this study was determining teacher candidates’ TPACK education competencies and qualifications and the status of different teaching styles…
Comments closedDrijvers, P., Tacoma, S., Besamusca, A., Doorman, M., & Boon, P. (2013). Digital resources inviting changes in mid-adopting teachers’ practices and orchestrations. ZDM, 45(7), 987-1001. http://doi.org/10.1007/s11858-013-0535-1 Abstract: “Digital resources offer opportunities to improve mathematics teaching and learning, but meanwhile may question teachers’ practices. This process of changing teaching practices is…
Comments closedBilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation, and reliability. Eurasian Journal of Educational Research, 52, 37–60. https://eric.ed.gov/?id=EJ1060363 Abstract: “Problem Statement: Based on developments in the 21st century technology has become a large…
Comments closedAvidov-Ungar, O., & Eshet-Alkalai, Y. (2014). TPACK revisited: A systemic perspective on measures for predicting effective integration of innovative technologies in school systems. Journal of Cognitive Education and Psychology, 13(1), 19-31. http://doi.org/10.1891/1945-8959.13.1.19 Abstract: “TPACK (Technology Pedagogy Content Knowledge) is currently considered one of the most useful frameworks for describing the types…
Comments closedAgyei, D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education & Information Technologies, 19(1), 155-171. http://doi.org/10.1007/s10639-012-9204-1 Abstract: “This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based…
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