Baș, K. (2019). Examining the role of the learning activity types approach in teachers’ technology integration (Publication No. 580438) [Master’s thesis, Boğaziçi University]. DSpace Home. https://acikbilim.yok.gov.tr/handle/20.500.12812/323267 Abstract: “Teachers have a crucial role for technology integration, but teacher training programs still have room to be more effective in supporting teachers to…
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Shakil, E., & Siddiq, S. (2024). ESL teachers’ perceptions about ChatGPT as a threat to analytical writing abilities of ESL learners at graduate level. Pakistan Languages and Humanities Review, 8(1), 115–128. https://doi.org/10.47205/plhr.2024(8-I)10 Abstract: “This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing…
Comments closedAsy’ari, M., Samsuri, T., Firdaus, L., Prayogi, S., Azmi, I., Mujriah, M., Hunaepi, H., Juliansyah, A., Kurnia, N., Aziza, I. F., & Rahmawati , H. (2023). Enhancing the quality of learning through training in PBL and TPACK-based teaching module. Sasambo: Jurnal Abdimas (Journal of Community Service), 5(4), 889–897. https://journal-center.litpam.com/index.php/Sasambo_Abdimas/article/view/1723 Abstract: “The goal…
Comments closedChen, A., Li, W., & Fu, W. (2024). Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13433 Abstract: “Considerable research has been dedicated to studying teachers’ digital competence, yet limited insights have been gained regarding…
Comments closedRaphael, C., & Mtebe, J. S. (2024). Understanding teachers’ technological and pedagogical knowledge at the University of Dar es Salaam in the new normal era: Situating teaching in the TPACK framework. University of Dar Es Salaam Library Journal, 18(2). https://doi.org/10.4314/udslj.v18i2.11 Abstract: “This study investigates the integration and application of Technological…
Comments closedKasim, U., Muslem, A., Mustafa, F., & Ibrahim, H. (2024). TPACK, English proficiency, and technology applications in pre-service English teacher professional development teaching practice. Language Related Research. Advance online publication. https://lrr.modares.ac.ir/browse.php?a_id=72105&sid=14&slc_lang=en&ftxt=0 Abstract: “English proficiency as the content knowledge for English as a foreign language (EFL) teachers determines their instructional quality.…
Comments closedNieves Licwinko, K. (2024). Technology integration among special education certified co-teachers in the inclusion classroom. Journal of Special Education Technology. https://doi.org/10.1177/01626434241227170 Abstract: “This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the…
Comments closedRatih, I., Setyosari, P., Sa’dijah, C., & Praherdhiono, H. (2024). Technological Pedagogical Content Knowledge of preservice elementary teachers: Relationship to self-regulation and technology integration self-efficacy. European Journal of Educational Research, 12(1), 159–170. https://doi.org/10.12973/eu-jer.13.1.159 Abstract: “Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship…
Comments closedIchsan, R., A, M. H. A., Raupu, S., & Nasaruddin, N. (2023). Technological Pedagogical Content Knowledge on statistics material in junior high school. Journal of Mathematics and Applied Statistics, 1(2). https://ojs.inlic.org/index.php/mathstat/article/view/119 Abstract: “Learning modules designed based on Technological Pedagogical Content Knowledge (TPACK) are very important to improve the learning experience…
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