Gur, H., & Karamete, A. (2015). A short review of TPACK for teacher education. Educational Research and Reviews, 10(7), 777-789. https://doi.org/10.5897/ERR2014.1982 Abstract: “The aim of this descriptive study is to examine the ICT and TPACK literature for teacher education. First, the general characteristics of the ICT and TPACK have been…
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Evans, M., Nino, M., Deater-Deckard, K., & Chang, M. (2015). School-wide adoption of a mathematics learning game in a middle school setting: Using the TPACK framework to analyze effects on practice. The Asia-Pacific Education Researcher, 24, 495-504. https://dx.doi.org/10.1007/s40299-014-0225-y Abstract: “This case study uses the Technological Pedagogical Content Knowledge (TPACK) framework…
Comments closedElmendorf, D. C., & Song, L. (2015). Developing indicators for a classroom observation tool on pedagogy and technology integration: A Delphi study. Computers in the Schools, 32(1), 1-19. https://dx.doi.org/10.1080/07380569.2014.967620 Abstract: “Rapid advances in technology and increased access to technology tools have created new instructional demands and expectations on teachers. Due to…
Comments closedDong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and inservice teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158–169. https://drive.google.com/file/d/1rEbSIcOFu4EXenKVTh_wOVsaE-h-_7Ji/view Abstract: “This research surveyed three hundred and ninety pre-service and three…
Comments closedChuang, H., Weng, C., & Huang, F. (2015). A structure equation model among factors of teachers’ technology integration practice and their TPCK. Computers & Education, 86, 182-191. https://dx.doi.org/10.1016/j.compedu.2015.03.016 Abstract: “This study used a structural equation model to investigate the latent structure of teachers’ technology integration practice and its relation to…
Comments closedChua, J. H., & Jamil, H. (2014). The effect of field specialization variation on technological pedagogical content knowledge (TPACK) among Malaysian TVET instructors. Malaysian Online Journal of Educational Technology, 2(1), 36-44. https://mojet.net/index.php/mojet/article/view/5 Abstract: “Technological Knowledge is directly related to productivity, enhanced performance and service quality. Technology integration in the Technical…
Comments closedChen, Y-H., & Jang, S-J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91. https://dx.doi.org/10.1016/j.chb.2013.11.011 Abstract: “Whereas teachers’ Stages of Concern (SoC) and their Technological, Pedagogical, and Content Knowledge (TPACK) appear…
Comments closedBozkurt, E. (2014). TPACK levels of physics and science teacher candidates: Problems and possible solutions. Asia-Pacific Forum on Science Learning and Teaching, 15(2), Article 5. https://www.eduhk.hk/apfslt/v15_issue2/bozkurt/index.htm Abstract: “This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the…
Comments closedBlonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 22, 697-724. https://dx.doi.org/10.1007/s10639-015-9384-6 Abstract: “The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two…
Comments closedBauer, W. I. (2015). Music learning and technology. New Directions in Music Education, 1. https://www.newdirectionsmsu.org/issue-1/bauer-music-learning-and-technology/ Abstract: “This article discusses conceptualizing and actualizing technology for music learning. While approaches to using technology in education have often been technocentric, music teachers must not only consider technology itself, but also curricular outcomes, pedagogy,…
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