Yuebo, L, Halili, S. H., Razak, R. A. (2024). Online learning success model for adults in open and distance education in Western China. PLoS ONE, 19(2), Article e0297515. https://doi.org/10.1371/journal.pone.0297515 Abstract: “This study investigates the factors influencing online learning (OL) success among non-full-time adult students in open and distance education in…
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Pagiling, S. L., Nur’aini, K. D., & Mokoagow, E. I. (2023). The novice mathematics teachers’ Technological Pedagogical Content Knowledge: A case study. Southeast Asian Mathematics Education Journal, 13(2), 126-140. https://journal.qitepinmath.org/index.php/seamej/article/view/201 Abstract: “This study seeks to characterize the Technological Pedagogical Content Knowledge of novice lower secondary mathematics teachers who do and…
Comments closedFaizal, Khoirunnisa, & Budiono, H. (2023). Modules based on technological pedagogical content knowledge to improve elementary students’ science domain. International Journal of Elementary Education, 7(4), 616–625. https://doi.org/10.23887/ijee.v7i4.69193 Abstract: “The use of teaching modules based on technological pedagogical content knowledge has not been used to the maximum because teachers are still focused…
Comments closedMohammadkarimi, E. (2023). Iraqi Kurdish pre-service teachers and teacher educators’ perceptions on technological pedagogical knowledge and professional identity development. Australian Journal of Teacher Education, 48(1). https://doi.org/10.14221/1835-517X.5715 Abstract: “This study intended to investigate pre-service teachers’ and teacher educators’ perceptions of technological pedagogical knowledge and professional identity development. The research was conducted with 152…
Comments closedSynychych, M. (2024). Integrating technology and access to digital literacy in secondary education in British education. In M. T. Tatto (Ed.), Empowering teachers for equitable and sustainable education (pp. 109 – 129). Taylor & Francis. https://doi.org/10.4324/9781032699295-7 Abstract: “This action research study was conducted in British Columbia and employed an embedded…
Comments closedTaole, M. (2024). ICT integration in a multigrade context: Exploring primary school teachers experiences. Research in Social Sciences and Technology, 9(1), 232-252. https://doi.org/10.46303/ressat.2024.13 Abstract: “Technology offers pedagogical affordances that can transform teaching and learning in multigrade classrooms to assist in the process of teaching and learning. However, it is challenging for teachers…
Comments closedMesuwini, J. & Mokoena, S. (2024). Exploring online teaching and learning challenges for the technical and vocational education and training lecturer. Journal of Education and e-Learning Research, 11(1), 193-202. https://ideas.repec.org/a/aoj/jeelre/v11y2024i1p193-202id5423.html Abstract: “This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in…
Comments closedXu, S., Chen, P. & Zhang, G. (2024). Exploring informatizaon instructional core competence of higher vocational college teacher for professional development. Journal of Educational and Social Research, 14(2), 47 – 61. https://doi.org/10.36941/jesr-2024-0025 Abstract: “In the dynamic landscape of educational information technology, the proficiency of vocational college teachers in this domain…
Comments closedGenç, G., & Dülger, R. (2024). Examining the Technological Pedagogical Content Knowledge (TPACK) of Turkish preservice English as a foreign language teachers. International Journal of Educational Reform. https://doi.org/10.1177/10567879241228258 Abstract: “The current quantitative research uses the survey technique to examine English as a foreign language (EFL) preservice teachers’ technological pedagogical and…
Comments closedBackfish, I., Sibley, L., Lachner, A., Kirchner, K. Ta., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142, Article 104532. https://doi.org/10.1016/j.tate.2024.104532 Abstract: “For meaningful technology-enhanced teaching, teachers need to systematically integrate the basic components of…
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