Engida, T. (2014). Chemistry teacher professional development using the technological pedagogical content knowledge (TPACK) framework. African Journal of Chemical Education, 4(3), 2-21. http://www.ajol.info/index.php/ajce/article/view/104084 Abstract: “The knowledge base for teaching was considered to be the pedagogical content knowledge (PCK) conceptualized in the mid-1980s. But with the advent of modern technologies, information…
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Chea, P. & Vibulphol, J. (2014). Proposed guidelines for developing primary English teacher training programs for provincial teacher training colleges, Kingdom of Cambodia. Online Journal of Education, 9(1), 487-491. https://portal.edu.chula.ac.th/pub/tefl/images/phocadownload/OJED2015/Pum%20Chea_2557.pdf Abstract: “The purpose of this research was to propose guidelines for developing primary English teacher training programs in Cambodia. Specifically,…
Comments closedChang, Y., Tsai, M. F., & Jang, S. J. (2014). Exploring ICT use and TPACK of secondary science teachers in two contexts. US-China Education Review, 4(5), 298-311. Abstract: “The aims of the study were to census and compare the technological pedagogical and content knowledge (TPACK) of secondary science teachers and…
Comments closedCengiz, C. (2014). The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of preservice physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411-422. https://doi.org/10.1080/1359866X.2014.932332 Abstract: “The purpose of this intervention has been to improve preservice physical education teachers’ Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology…
Comments closedBachy, S. (2014). TPDK, a new definition of the TPACK model for a university setting. European Journal of Open, Distance and E-Learning, 17(2), 15-39. https://doi.org/10.2478/eurodl-2014-0017 Abstract: “In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s…
Comments closedYeh, Y., Hsu, Y., Wu, H., Hwang, F. & Lin, T. (2014). Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722. http://doi.org/10.1111/bjet.12078 Abstract: “Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve…
Comments closedYeh, Y. F., Lin, T. C., Hsu, Y. S., Wu, H. K., & Hwang, F. K. (2015). Science teachers’ proficiency levels and patterns of TPACK in a practical context. Journal of Science Education and Technology, 24, 78-90. https://doi.org/10.1007/s10956-014-9523-7 Abstract: “Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of…
Comments closedWahyudi, Winanto, A., & Relmasira, S. C. (2015). Developing teaching and learning model with TPACK framework and blended learning content for science and mathematics in elementary school teacher education program. Online International Interdisciplinary Research Journal, 5(1), 36-43. https://www.oiirj.org/oiirj/jan-feb2015/04.pdf Abstract: “The aim of this research is to develop teaching and learning…
Comments closedTozkoparan, S. B., & Kilic, M. E. (2015). The effect of instructional technology and material design course to teacher candidates’ gaining of technological pedagogical content knowledge competencies. Participatory Educational Research, 2(1), 44-56. https://doi.org/10.17275/per.14.19.2.1 Abstract: “The aim of this study is to determine Technological Pedagogical Content Knowledge (TPACK) Competencies of teacher candidates in…
Comments closedShively, C. T. & Yerrick, R. (2014). A case for examining pre-service teacher preparation for inquiry teaching science with technology. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21691 Abstract: “Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this…
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