Jin, Y., & Schmidt-Crawford,D. (2022). Preservice teacher cluster memberships in an edtech course: A study of their TPACK development. Computers and Education Open, 3, Article 100089. https://doi.org/10.1016/j.caeo.2022.100089 Abstract: “Researchers have been examining preservice teachers’ development of TPACK in edtech courses for years. However, most empirical studies used small samples to…
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Sothayapetch, P., & Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), Article em2124. https://doi.org/10.29333/ejmste/12118 Abstract: “Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic.This paper investigates the…
Comments closedMaknun, J. (2022). The technological pedagogical content knowledge (TPACK) competence of vocational high school teacher. Jurnal Pendidikan Teknologi dan Kejuruan, 28(1), 63-75. https://doi.org/10.21831/jptk.v28i1.42624 Abstract: “This study aimed to determine the Technological Pedagogical Content Knowledge (TPACK) competence of Vocational High School teachers. A descriptive method was implemented through a survey. This study…
Comments closedKamisli, M. U., & Akinlar, A. (2022). Emergency distance education experiences of EFL instructors and students during the COVID-19 pandemic. Adult Learning. Advance online publication. https://doi.org/10.1177/10451595221094075 Abstract: “This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners…
Comments closedNeumann, K.L., Alvarado-Albertorio, F. & Ramírez-Salgado, A. (2021). Aligning with practice: Examining the effects of a practice-based educational technology course on preservice teachers’ potential to teach with technology. TechTrends, 65(6), 1027–1041. https://doi.org/10.1007/s11528-021-00672-y Abstract: “This study was conducted to examine the design of a face-to-face undergraduate educational technology course for preservice teachers. The…
Comments closedGonçalves, B. M. F. (2021). Designing and implementing a distance education plan: A case study at a school in Portugal in pandemic context. Journal of e-learning Research, 1(1), 34-46. https://doi.org/10.33422/jelr.v1i1.52 Abstract: “Considering the epidemiological situation of the new coronavirus – COVID 19 in Portugal, the XXII Constitutional Government decided, in…
Comments closedTaopan, L. L., & Siregar, R. A. (2021). Promoting pre-service English teachers’ technological awareness in ELT: Narratives from a border area of Indonesia. Journal on English as a Foreign Language, 11(2), 400-421. https://doi.org/10.23971/jefl.v11i2.2866 Abstract: “The need for preparing quality teachers with all essential technological competencies is considered crucial. The present…
Comments closedShin, D. (2022). Teaching mathematics integrating intelligent tutoring systems: Investigating prospective teachers’ concerns and TPACK. International Journal of Science and Mathematics Education, 20(8), 1659–1676. https://doi.org/10.1007/s10763-021-10221-x Abstract: “Intelligent tutoring systems (ITSs) have drawn researchers’ attention as a means of providing personalized learning content, adaptive feedback, and instructional strategies based on students’ characteristics and…
Comments closedAktaş, İ., & Özmen, H. (2022). Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course. Education and Information Technologies, 27(3), 3495–3528. https://doi.org/10.1007/s10639-021-10757-z Abstract: “This study assesses the performance of Turkish science pre-service teachers (PSTs) in a TPACK-Practical Course that consists of the training course and lesson-plan-micro-teaching stages. The subjects…
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