Laster, B., Tysseling, L., Stinnett, M., Wilson, J., Cherner, T., Curwen, M.,…Huggins, S. (2016). Effective use of tablets (iPads) for multimodal literacy learning: What we learn from reading clinics/literacy labs. The App Teacher Journal, 1(1). http://appedreview.com/blog/effective-use-tablets-ipads-multimodal-literacy-learning-learn-reading-clinicsliteracy-labs/ Abstract: “In this study, teachers used tablets (iPads) for literacy instruction. The survey data were…
Comments closedCategory: Form of publication
Köse, N. K. (2016). Technological pedagogical content knowledge of English language instructors. Journal of Educational and Instructional Studies in the World, 6(2), 12-19. https://eprints.tiu.edu.iq/760/1/wjeis_2016.2.pdf#page=18 Abstract: “The aim of the study is to investigate the perceptions of English language instructors’ Technological Pedagogical Content Knowledge (TPACK) within the context of teaching EFL.…
Comments closedAquino, A. B. (2015). Self-efficacy on technological, pedagogical and content knowledge (TPACK) of biological science pre-service teachers. Asian Pacific Journal of Multidisciplinary Research, 3(4.3), 150-157. http://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.3.20.pdf Abstract: “The teachers are the focal figure in education and play vital roles in learning. These roles have served as key point in designing…
Comments closedThyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “digitality-related pedagogical and content knowledge”-model in STEM-education. Education Sciences, 13(8), Article 769. https://doi.org/10.3390/educsci13080769 Abstract: “Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes…
Comments closedLopez, R. T. (2023). Preparing in-service elementary teachers to support English language learners: A qualitative case study of a job-embedded professional development using TPACK (Publication No. 30248978) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. Abstract: “Nation-wide, the number of English Language Learners (ELL) in our classrooms…
Comments closedLi, N., & Zhang, X. (2023). Using a Moodle-based digital escape room to train competent EMI lecturers and instructors in a multilingual environment. In J. Corbett, E. M. Yan, J. Yeoh, & J. Lee (Eds.), Multilingual education yearbook 2023 (pp. 191-211). Springer. https://doi.org/10.1007/978-3-031-32811-4_11 Abstract: “Professional development for teachers in English…
Comments closedDegar, K. S. (2023). Online professional development’s effect on teachers’ technology self-efficacy and continuance intention to use Pear Deck (Publication No. 30309940) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. Abstract: “Districts and schools are spending millions of dollars on technology, training, and professional development each year;…
Comments closedÇeşme, H., & Çimen, B. (2023). The relationships among TPACK, the TAM and online education satisfaction: Structural equation modelling. Journal for Educators, Teachers and Trainers, 14(5), 281-289. https://jett.labosfor.com/index.php/jett/article/view/1286 Abstract: “Online education faculty satisfaction plays an important role in online education achievement. However, research investigating faculty satisfaction in online educational setting…
Comments closedFalore, O. J., & Oredein, A. O. (2023). Virtual classroom management during COVID-19 in Nigeria: Insights from TPACK. Edumania-An International Multidisciplinary Journal, 1(2), 188-197. http://dx.doi.org/10.59231/edumania/8983 Abstract: “This study explores virtual classroom management in the context of Nigeria, a developing country that faces challenges in adopting technology for teaching and learning…
Comments closedMoodley, K. (2023). Developing a framework for professional teacher technical identity development through mobile learning. Progressio. Advance online publication. https://doi.org/10.25159/2663-5895/12975 Abstract: “Teacher identity development is an ongoing and dynamic process whereby individuals negotiate external and internal expectations as they make sense of themselves and their work as educators. With the…
Comments closed