Akçay, B., Aslangiray, H., Özyalçın, B., & Keleş, F. (2023). Adaptation of Maker-Based Technological Pedagogical Content Knowledge Scale (Maker-TPACK) to Turkish for pre-service science teachers: Maker-based TPACK. International Journal of Contemporary Educational Research, 10(4). https://ijcer.net/index.php/pub/article/view/455 Abstract: “The aim of the study is to adapt the “Maker-Based Technological Pedagogical Content Knowledge”…
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Sarapak, C., Kong-In, P., Jindasri, P., Kakkeaw, V., Wattanakornsiri, A., Yoomark, J., Sumrandee, C., Sreejivungsa, K., Malingam, N., Krongsuk, S., & Lunnoo, T. (2025). Applying the TPACK framework to enhance instructional design for high school students in Surin province: A needs analysis and improvement strategy. Journal of Innovation, Advancement, and…
Comments closedLi, M., & Nugraha, M. G. (2025). Validating a context-specific TPACK scale for primary mathematics education in China. International Electronic Journal of Mathematics Education, 20(2), Article em0819. https://doi.org/10.29333/iejme/15934 Abstract: “This study presents the validation of a Technological Pedagogical Content Knowledge (TPACK) scale tailored explicitly for primary mathematics teachers in China.…
Comments closedSänger, N. (2024). Evaluation of digital competencies: Development of an instrument for vocational teacher training. International Journal of Vocational Education Studies, 1(2), 35–54. https://doi.org/10.14361/ijves-2024-010203 Abstract: “Approaches to modeling and evaluating teachers’ digital competencies are often based on the TPACK model. However, in-depth analyses of the conceptualization of the model show…
Comments closedAqib, M. A., Ekawati, R., & Khabibah, S. (2025). Development of TPACK-LK (technological pedagogical and content knowledge with learner knowledge) instrument for mathematics preservice teachers. Technology Education Management Informatics Journal, 14(1), 438-446. https://doi.org/10.18421/TEM141-39 Abstract: “Education has transformed and adapted to technological advances. TPACK is a conceptual framework for integrating technology…
Comments closedChai, C. S., Jong, M., Yin, H., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Journal of Educational Technology & Society, 22(3), 61–73. https://www.jstor.org/stable/2689671 Abstract: “The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM)…
Comments closedPulukadang, W. T., Yantari, W. M., & Pulukadang, M. A. (2023). Development of 21st Century learning tools through a scientific approach based on HOTS and TPACK in elementary schools. Global Scientific Review, 22, 110–123. http://www.scienticreview.com/index.php/gsr/article/view/320 Abstract: “The study aims to generate a 21st century learning device design (Lesson Plan, Teaching Material, and…
Comments closedAbdol Jani, W. N. F., Razali, F., Ismail, N., & Ismawi, N. (2023). Exploratory factor analysis: Validity and reliability of teacher’s knowledge construct instrument. International Journal of Academic Research in Progressive Education and Development, 12(1). https://doi.org/10.6007/ijarped/v12-i1/16236 Abstract: “The study aims to determine the instrument’s validity and reliability in measuring the…
Comments closedFeng, J. (2024). The practice and application of philosophical thought of music education in the information age in the education of college music curriculum. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0081 Abstract: “Taking the philosophical view of music education as an entry point, this paper investigates the relevance of music…
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…
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