Dilling, F., Schneider, R., Weigand, H.-G., & Witzke, I. (2024). Describing the digital competencies of mathematics teachers: Theoretical and empirical considerations on the importance of experience and reflection. ZDM – Mathematics Education, 56(3), 639–650. https://doi.org/10.1007/s11858-024-01560-4 Abstract: “This article presents an extension of the well-known TPACK model to describe the professional…
Comments closedCategory: Theoretical publication
Publication that analyzes theories, constructs, and similarly abstract ideas that are relevant to TP(A)CK inquiry. Includes relevant literature, but is not primarily a literature review. Instead, it is a theoretical analysis and/or argument.
Celik, I., & Dogan, S. (2025). Intelligent-TPACK for AI-assisted literacy instruction: A novel technological approach to prepare teachers for future classrooms. In J. D. DeHart, S. Abas, R. A. Mora, & D. Gibbons-Pyles (Eds.). Reimagining literacy in the age of AI: Theory and practice (Chapter 5). Routledge. https://doi.org/10.1201/9781003510635 Abstract: “The…
Comments closedTafazoli, D. (2025). Development of computer-assisted language learning literacy framework for foreign language teachers. Online Learning Journal, 29(1), 32-59. https://doi.org/10.24059/olj.v29i1.4192 Abstract: “The increasing interest in integrating technology into language education compelled language teachers to upskill their competencies and literacies. Therefore, a need for a framework to meet teachers’ needs is…
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 closedAfolabi, S. S., & Arikewuyo, D. S. (2025). Examining TPACKC levels for effective mathematical communication among in-service teachers. International Journal of Innovative Science and Research Technology, 10(1), 2130–2136. https://doi.org/10.5281/zenodo.14848317 Abstract: “Innovation in pedagogical studies have necessitate a paradigm shift from Technological Pedagogical Content Knowledge (TPACK) to Technological Pedagogical Content Knowledge…
Comments closedBull, G., Hodges, C., Mouza, C., Kinshuk, Grant, M., Archambault, L., Borup, J., Ferdig, R. E., & Schmidt-Crawford, D. A. (2019). Editorial: Conceptual dilution. Contemporary Issues in Technology and Teacher Education, 19(2), 117–128. https://citejournal.org/volume-19/issue-2-19/editorial/editorial-conceptual-dilution/ Abstract: “Any concept that is widely adopted by scholars and practitioners inevitably is used in ways…
Comments closedBaidoo, J. (2025). Blended teaching methods in mathematics education: A theoretical framework integration and implementation strategy for South African high schools. Ponte: International Journal of Sciences and Research, 80(1), 91-106. https://doi.org/10.5281/zenodo.14790888 Abstract: “This theoretical study examines the implementation of blended teaching methodologies in mathematics education within the South African high…
Comments closedHu, C.-C., Yeh, H.-C., & Chen, N.-S. (2023). Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based support-stimulate-seek approach. Interactive Learning Environments, 31(9), 5811-5830. https://doi.org/10.1080/10494820.2021.2019058 Abstract: “In-service teachers’ professional development regarding technology adoption in education is often focused on only one specific technology.…
Comments closedDuan, C., & Jiao, J. (2023). An exploration of the current state of research related to open education practices—A visual analysis based on CiteSpace. In A.W.B. Tso, W.W.L. Chan, S.K.K. Ng, T.S. Bai, & N.P.K. Lo (Eds.), Critical reflections on ICT and education: Selected papers from the HKAECT international conference…
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