Dikmen, C. H.& Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398–415. https://doi.org/10.17275/per.22.46.9.2 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct…
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Alhonkoski, M., Veermans, M., Artukka, K., & Salminen, L. (2022). The perspectives of healthcare teachers on their technological pedagogical content knowledge of three-dimensional technology: A mixed methods study. CIN: Computers, Informatics, Nursing, 40(11), 743-753. https://doi.org/10.1097/CIN.0000000000000876 Abstract: “In the future, healthcare teachers will need to have evidence-based teaching strategies. Moreover, three-dimensional…
Comments closedSingh, J., Evans, E., Reed, A., Karch, L., Qualey, K., Singh, L., & Wiersma, H. (2022). Online, hybrid, and face-to-face learning through the eyes of faculty, students, administrators, and instructional designers: Lessons learned and directions for the post-vaccine and post-pandemic/COVID-19 world. Journal of Educational Technology Systems, 50(3), 301–326. https://doi.org/10.1177/00472395211063754 Abstract:…
Comments closedScherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118, Article 106675. https://doi.org/10.1016/j.chb.2020.106675 Abstract: “The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across…
Comments closedRolando, L. G. R., Salvador, D. F., Vasconcellos, R. F. R. R., & Da Luz, M. R. M. P. (2021). TPACK for meaningful learning survey: “Paths” for professional development of biology teachers in Brazil. Turkish Online Journal of Educational Technology, 20(2), 169-181. https://eric.ed.gov/?id=EJ1304887 Abstract: “In the last decade different instruments were…
Comments closedNjiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), Article ep297. https://doi.org/10.30935/CEDTECH/9686 Abstract: “Developing teachers’ competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the…
Comments closedNgandeu, J. B. (2021). Dealing with barriers to the integration of computer assisted language learning in an African context: Is the TPACK framework enough? An analysis of ICT integration in a low tech context. Per Linguam: a Journal of Language Learning, 36(2), 90-103. https://doi.org/10.5785/36-2-947 Abstract: “The use of technology in teaching…
Comments closedHabibi, A., Razak, R. A., Yusop, F. D., Muhaimin, M., Asrial, A., Mukminin, A., & Jamila, A. (2022). Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice. South African Journal of Education, 42(1). https://doi.org/10.15700/saje.v42n1a1955 Abstract: “The primary objective of the research reported on here was…
Comments closedGinting, D., & Linarsih, A. (2022). Teacher professional development in the perspective of technology pedagogical content knowledge theoretical framework. Jurnal Visi Ilmu Pendidikan, 14(1). https://doi.org/10.26418/jvip.v14i1.49334 Abstract: “Teacher development is an ongoing process through which teachers keep growing with their capabilities. They must be adaptive to the demands of changing times…
Comments closedNilsson, & Lund, J. (2023). Design for learning – involving teachers in digital didactic design (D3). Interactive Technology and Smart Education, 20(1), 142-159. https://doi.org/10.1108/itse-08-2021-0143 Abstract: “Purpose – This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at…
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