Morrison, J., & Shemberger, M. (2022). Fighting the resistance: Helping faculty to embrace online teaching during a pandemic. The Journal of Faculty Development, 36(3), 49-57. https://www.ingentaconnect.com/contentone/magna/jfd/2022/00000036/00000003/art00006 Abstract: “Faculty continue to resist transitioning to online teaching despite the increase in online courses and campuses. With the recent transition to online and/or…
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Kulaksız, T., & Karaca, F. (2023). A path model of contextual factors influencing science teachers’ Technological Pedagogical Content Knowledge. Education and Information Technologies, 28, 3001–3026. https://doi.org/10.1007/s10639-022-11301-3 Abstract: “A three-phase exploratory sequential mixed-method study was conducted to propose and test a model showing the interrelationships among the contextual factors influencing the science…
Comments closedKartal, T. & Dilek, İ. (2021). Preservice science teachers’ TPACK development in a technology-enhanced science teaching method course. Journal of Education in Science Environment and Health, 7 4) , 339-353. http://dx.doi.org/10.21891/jeseh.994458 Abstract: “This study investigated preservice elementary science teachers’ TPACK development throughout a science teaching method course. The pretest-posttest control…
Comments closedGuzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/science/teaching-science-with-technology-case-studies-of-science-teachersdevelopment-of-technology-pedagogy-and-content-knowledge Abstract: “This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as…
Comments closedKarampelas, K. (2023). Examining the relationship between TPACK and STEAM through a bibliometric study. European Journal of Science and Mathematics Education, 11(3), 488-498. https://doi.org/10.30935/scimath/12981 Abstract: “This research is a bibliometric study that focuses on publications containing both terms “technological pedagogical content knowledge” (TPACK or TPCK) and “science, technology, engineering, arts, and mathematics”…
Comments closedGozali, I., Lie, A., & Tamah, S. M. (2023). Examining language teachers’ change in TPACK-HOTS self-perception during the COVID-19 pandemic in Indonesia. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 24(1), 280-304. http://callej.org/journal/24-1/Gozali-Lie-Tamah2023.pdf Abstract: “In light of the ongoing concern of the Indonesian Ministry of Education to continuouslyupgrade teachers’ competence in…
Comments closedMuslimin, A. I., Mukminatien, N., & Ivone, F. M. (2023). TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers. Contemporary Educational Technology, 15(2), ep409. https://doi.org/10.30935/cedtech/12921 Abstract: “This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based…
Comments closedPaidicán, M. A., & Arredondo Herrera, P. (2022). Techno-pedagogical and disciplinary knowledge of primary school teachers and demographic factors. Mendive, 20(3), 909-916. https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2949/html_1 Abstract: “The integration of modern technologies is a challenge for society, and schools are no stranger to this reality, where the role of teachers is key to…
Comments closedPaidicán, M., & Arredondo Herrera, P. (2022). The technological-pedagogical knowledge for in-service teachers in primary education: A systematic literature review. Contemporary Educational Technology, 14, ep370. http://dx.doi.org/10.30935/cedtech/11813 Abstract: “This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under…
Comments closedKarataş, T. O., & Basol, H. Ç. (2021). What techno-effective teachers mean for preservice teachers of English: A socio-constructivist study. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 204-235. https://eric.ed.gov/?id=EJ1334990 Abstract: “In English language teacher education (ELTE), technological pedagogical content knowledge (TPACK) has gained popularity as it prepares…
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