Lee, C. J., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437-460. http://doi.org/10.1007/s11423-014-9335-8 Abstract: “The purpose of this study was (a) to develop an instructional design model for preservice teachers’ learning of technological pedagogical…
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Kopcha, T., Ottenbreit-Leftwich, A., Jung, J., & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87-96. http://doi.org/10.1016/j.compedu.2014.05.003 Abstract: “The purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining…
Comments closedKoh, J. H. L., Chai, C. S., & Tsai, C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology & Society, 17(1), 185-196. https://drive.google.com/file/d/1ahFzBlOVkGkwWSMQpSKSbI-ahK8hzVKm/view Abstract: “Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are…
Comments closedKoh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022 Abstract: “In school-based environments, teachers need to consider contextual factors such as the availability of technology and school…
Comments closedKharade, K., & Peese, H. (2014). Problem-based learning: A promising pathway for empowering preservice teachers for ICT-mediated language teaching. Policy Futures in Education, 12(2), 262-272. https://doi.org/10.2304/pfie.2014.12.2.262 Abstract: “Information and communication technology (ICT) has become a prominent part of education and offers numerous means of improving teaching and learning in the…
Comments closedHerring, M., Thomas, T., & Redmond, P. (2014). Special editorial: Technology leadership for preparing tomorrow’s teachers to use technology. Journal of Digital Learning in Teacher Education, 30(3), 76-80. https://doi.org/10.1080/21532974.2014.891875 Abstract: “Teacher education leaders must attend to leadership practices that set direction, develop people, and redesign their programs of teacher education…
Comments closedEngida, T. (2014). Chemistry teacher professional development using the technological pedagogical content knowledge (TPACK) framework. African Journal of Chemical Education, 4(3), 2-21. http://www.ajol.info/index.php/ajce/article/view/104084 Abstract: “The knowledge base for teaching was considered to be the pedagogical content knowledge (PCK) conceptualized in the mid-1980s. But with the advent of modern technologies, information…
Comments closedChea, P. & Vibulphol, J. (2014). Proposed guidelines for developing primary English teacher training programs for provincial teacher training colleges, Kingdom of Cambodia. Online Journal of Education, 9(1), 487-491. https://portal.edu.chula.ac.th/pub/tefl/images/phocadownload/OJED2015/Pum%20Chea_2557.pdf Abstract: “The purpose of this research was to propose guidelines for developing primary English teacher training programs in Cambodia. Specifically,…
Comments closedChang, Y., Tsai, M. F., & Jang, S. J. (2014). Exploring ICT use and TPACK of secondary science teachers in two contexts. US-China Education Review, 4(5), 298-311. Abstract: “The aims of the study were to census and compare the technological pedagogical and content knowledge (TPACK) of secondary science teachers and…
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