Reyna, J., Hanham, J., Vlachopoulos, P., & Meier, P. (2020). Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education. Australasian Journal of Educational Technology, 35(5), 128–152. https://doi.org/10.14742/ajet.4514 Abstract: “This research is a validation study of a survey instrument to assess student self-regulation which…
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Rauf, A. A., Swanto, S., & Salam, S. N.(2021). Exploratory factor analysis of TPACK in the context of ESL secondary school teachers in Sabah. International Journal of Education, Psychology and Counseling, 6(38), 137-146. http://www.ijepc.com/PDF/IJEPC-2021-38-03-12.pdf Abstract: “Despite the fact that plenteous studies on educational technology and strategic domain have been conducted, various studies indicated that EFL…
Comments closedRamos, R. A., Babasa, E. E., Vergara, I. B., Manalo, B. I., Gappi, L. L., & Morfi, T. G. (2020). The TPACK confidence of pre-service teachers in selected Philippine teacher education institutions. International Journal of Education, Psychology and Counseling, 5(37), 196-205. https://doi.org/10.35631/IJEPC.5370016 Abstract: “The changing educational landscape of Philippine education in the past decade poses challenges to the implementers of the curriculum innovations –the teachers. Consequently, this has put more pressure on the teacher education institutions (TEIs) to…
Comments closedRachbini, W., Rachmadtullah, R., & Susanto, R. (2020). Technological and pedagogical models: Analysis of factors and measurement of learning outcomes in education. Journal of Ethnic and Cultural Studies, 7(2), 1-14. http://doi.org/10.29333/ejecs/311 Abstract: “The era of the industrial revolution 4.0 emphasizes the importance of the digital literacy elaboration that links the full technological and…
Comments closedPolly, D., & Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology. Revista de Educación a Distancia, 20(64), Article 5. http://dx.doi.org/10.6018/red.408661 Abstract: “This article examines Vygotsky’s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore’s (1988) application of ZPD…
Comments closedPaulus, M. T., Villegas, S. G., & Howze-Owens, J. (2020). Professional learning communities: Bridging the technology integration gap through effective professional development. Peabody Journal of Education, 95(2), 193–202. https://doi.org/10.1080/0161956x.2020.1745610 Abstract: “While technology is prevalent in American classrooms, meaningful technology integration remains an issue, indicating a lack of effective professional development. Unlike the typical…
Comments closedÖzgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 1-9. https://doi.org/10.1016/j.chb.2020.106468 Abstract: “The proliferation of information technology products and services in learning environments as a result of rapid innovation leads to a greater requirement of meticulous planning in…
Comments closedOthman, N., & Maat, S. M. (2020). TPACK framework based research in mathematical education: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 9(2), 156–169. http://dx.doi.org/10.6007/IJARPED/v9-i2/7284 Abstract: “This systematic literature review aims to identify the themes of the study on the Technology Pedagogical Content Knowledge (TPACK) framework…
Comments closedOladosu, K. K., Abdel-Aziz, A. A., Ibironke, E. S., Alasan, N. J., & Makanjuola, T. W. (2020). Pre-service teachers perceived technological, pedagogical, content knowledge and self-efficacy on the use of information and communication technology. International Journal of Innovative Technology Integration in Education, 4(1), 61–69. Abstract: “The study was carried out to…
Comments closedOktamarsetyani, W., & Paidi (2019). The analysis ability of technological content knowledge (TCK) of biology education’s students in Universitas Ahmad Dahlan in preparation of learning plan. Jurnal Bioedukatika, 7(2), 107–144. http://doi.org/10.26555/bioedukatika.v7i2.12327 Abstract: “Technological Content Knowledge is the student’s (prospective biology teachers) knowledge in determining certain technologies that will be used in the learning process. This knowledge is important for prospective teachers because it can help students in understanding the material that has been conveyed. The…
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