Chai, C.S., Koh, E., Lim, C. P. & Tsai, C.-C. (2014). Deepening ICT integration through multilevel design of technological pedagogical content knowledge. Journal of Computers in Education, 1, 1–17. https://doi.org/10.1007/s40692-014-0002-1 Abstract: “This paper reflects upon the ICT integration efforts of the last two decades. It reviews major frameworks that have…
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LeBourdais, C. (2024). Immediate and residual effects of emergency remote teaching: A Canadian case study (Publication No. 437) [Doctoral dissertation, Athabasca University]. DTheses. http://hdl.handle.net/10791/437 Abstract: “COVID-19 had a direct impact on how British Columbia K-12 educational institutions provided their educational programs to students following Spring Break 2020. The Ministry of…
Comments closedBruér, M. (2023). Historical thinking in a digital environment: Swedish history teaching analysed through a TPACK lens. Clío, 49, 57–71. https://doi.org/10.26754/ojs_clio/clio.2023499536 Abstract: “This paper presents results from a large-scale study of history teachers in Swedish secondary schools. The study examines perceptions of history, content being taught, teaching methods and use…
Comments closedWarmansyah, J., Komalasari, E., Febriani, E., Gusmiati, & Amalina. (2022). Factors affecting teacher readiness for online learning (TROL) in early childhood education: TISE and TPACK. JPUD – Jurnal Pendidikan Usia Dini, 16(1), 32–51. https://journal.unj.ac.id/unj/index.php/jpud/article/view/25056/12500 Abstract: “This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge…
Comments closedAbdol Jani, W. N. F., Razali, F., Ismail, N., & Ismawi, N. (2023). Exploratory factor analysis: Validity and reliability of teacher’s knowledge construct instrument. International Journal of Academic Research in Progressive Education and Development, 12(1). https://doi.org/10.6007/ijarped/v12-i1/16236 Abstract: “The study aims to determine the instrument’s validity and reliability in measuring the…
Comments closedAlhamid, I. S. G., & Mohammad-Salehi, B. (2024). Examining EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) and their attitudes towards online teaching. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 715–733. https://so04.tci-thaijo.org/index.php/LEARN/article/view/270440 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a model of CALL competence to integrate technology into education. Cultivating attitudes…
Comments closedSarah Fazilla , Nurdin Bukit , Sriadhi. (2024). Enhancing prospective teachers’ professional competence: A project-based learning approach with the Technological Pedagogical Content Knowledge (TPACK) Model. Kurdish Studies, 12(1). https://kurdishstudies.net/menu-script/index.php/KS/article/view/1436 Abstract: “The presence of skilled and knowledgeable educators who have a profound understanding of scientific and technological subjects can have a significant impact…
Comments closedMaspul, K. A. (2024). Enhancing project-based learning in STEM education with integrated technology and coding. Journal of Intelligent Systems and Information Technology, 1(1), 16–24. https://doi.org/10.61971/jisit.v1i1.20 Abstract: “This extensive study explores the advantages and significance of incorporating technology and coding into project-based learning to improve STEM education. This integration improves students’…
Comments closedWong, L.-H., Chai, C. S., Zhang, X., & King, R. B. (2015). Employing the TPACK framework for researcher-teacher co-design of a mobile-assisted seamless language learning environment. IEEE Transactions on Learning Technologies, 8(1), 31–42. https://doi.org/10.1109/tlt.2014.2354038 Abstract: “Integrating technologies into teaching and learning poses a significant challenge for many teachers who lack…
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