Usak, M. (2018). Past, present and future of journal of Baltic science education. Journal of Baltic Science Education, 17(3), 364–366. Retrieved from http://www.scientiasocialis.lt/jbse/?q=node/667 Abstract: “The author reflects on the articles about science education that were published in the journal in the past 10 years as of May 2018. Topics discussed include inquiry-based learning,…
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Thomas, H. (2018). Powerful knowledge, technology and education in the future-focused good society. Technology in Society, 52, 54–59. https://doi.org/10.1016/j.techsoc.2017.09.005 Abstract: “I contend that access to powerful knowledge is the cornerstone of education in the Good Society. Such powerful knowledge is accessed by students through engagement in vertical discourse. I adopt Bernstein’s definition of vertical…
Comments closedTanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetart Journal of Social Science, 41(1), 53-59. https://so04.tci-thaijo.org/index.php/kjss/article/view/229145 Abstract: “The rapid technological advancement of the twenty-first century has transformed the ways in which we teach and learn. As a result, student teachers should…
Comments closedSyaifudin, M., & van Rensburg, H. (2018). Considerations for the development of computer-assisted language learning (CALL) teacher training course: A practical experience from a CALL course development in Indonesia. Arab World English Journal, 9(4), 84–108. https://dx.doi.org/10.24093/awej/call4.7 Abstract: “The need for technology training for teachers will keep on growing in line with the development…
Comments closedSpante, M., Karlsen, A. V., Nortvig, A-M., & Christiansen, R. B. (2014). Cross-border collaboration in history among Nordic students: A case study about creating innovative ICT didactic models. IAFOR Journal of Education, 2(2), 55–85. https://doi.org/10.22492/ije.2.2.02 Abstract: “Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was…
Comments closedSintema, E. J., & Phiri, P. A. (2018). An investigation of Zambian mathematics student teachers’ technological pedagogical content knowledge (TPACK). Journal of Basic and Applied Research International, 24(2), 70–77. https://www.ikprress.org/index.php/JOBARI/article/view/4087 Abstract: “Zambia is a developing country in Southern Africa faced with numerous social, economic and environmental problems. Faced with the challenges of over…
Comments closedSintema, E. J. (2018). Evolution of pre-service primary teachers’ TPACK-math profiles. Journal of Global Research in Education and Social Science, 11(4), 166–175. https://www.ikprress.org/index.php/JOGRESS/article/view/2057 Abstract: “In this digital era with a rapid evolution of technology, it is a must for teachers and pre-service teachers to have information and skills necessary for the use of…
Comments closedSensoy, O., & Yildrim, H. I. (2018). Impact of technological pedagogical content knowledge based education applications on prospective teachers’ self-efficacy belief levels toward science education. Journal of Education and Training Studies, 6(10), 29–38. https://doi.org/10.11114/jets.v6i10.3433 Abstract: “The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on…
Comments closedSaralar, I., Isiksal-Bostan, M., & Akyuz, D. (2018). The evaluation of a pre-service mathematics teacher’s TPACK: A case of 3D shapes with Geogebra. International Journal for Technology in Mathematics Education, 25(2), 3–21. https://blogs.exeter.ac.uk/ijtme/vol-25-no-4-2018/vol-25-no-1-2018-2/ Abstract: “This paper describes a pre-service mathematics teacher’s technological pedagogical content knowledge (TPACK) during her school experience. This study…
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