Fathi, J., & Yousefifard, S. (2019). Assessing language teachers’ technological pedagogical content knowledge (TPACK): EFL students’ perspectives. Research in English Language Pedagogy, 7(2), 255–282. https://relp.isfahan.iau.ir/article_665888.html Abstract: “Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as…
Comments closedMonth: March 2021
Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A./I. (2019). Development of technological pedagogical content knowledge (TPACK) for English teachers: The validity and reliability. International Journal of Emerging Technologies in Learning (iJET), 14(20), 18-33. https://doi.org/10.3991/ijet.v14i20.11456 Abstract: “This paper discusses a study proposed to analyze technology affecting English Language…
Comments closedEichelberger, A., & Leong, P. (2019). Using TPACK as a framework to study the influence of college faculty’s beliefs on online teaching. Educational Media International, 56(2), 116–133. https://doi.org/10.1080/09523987.2019.1614246 Abstract: “The purpose of this multiple case study was to understand how the beliefs of college of education faculty members about their students…
Comments closedEfendioglu, A. (2018). Teachers’ use of Facebook and teacher quality: Developing a Facebook Effect Scale on Teacher Quality (FESTQ) from the perspective of PCK, TPACK, and lifelong learning frameworks. Educational Technology Research and Development, 66(6), 1359–1385. https://doi.org/10.1007/s11423-018-9586-x Abstract: “The main purpose of the study is to develop a “Facebook Effect Scale…
Comments closedDrennan, G., & Moll, I. (2018). A conceptual understanding of how educational technology coaches help teachers integrate iPad affordances into their teaching. Electronic Journal of e-Learning, 16(2), 122–133. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/1862 Abstract: “Educational technology (ed tech) coaches can help teachers and students integrate iPad affordances into their teaching and learning. A…
Comments closedDisney, L., Barnes, A., Ey, L., & Geng, G. (2019). Digital play in young children’s numeracy learning. Australasian Journal of Early Childhood, 44(2), 166–181. https://doi.org/10.1177/1836939119832084 Abstract: “Advances in technology have seen a proliferation of touch-screen interfaces available to young children. These screens have changed the way in which young children engage…
Comments closedDincer, S. (2019). Are data collection tools for TPACK suitable? International Journal of Innovative Technology and Exploring Engineering (IJITEE), 8(7C2), 174–175. Retrieved from https://www.ijitee.org/wp-content/uploads/papers/v8i7c2/G10380587C219.pdf Abstract: “Despite a lot of studies existing in the literature about TPACK, it is still not obvious how to do TPACK measurement. However, when the studies investigating…
Comments closedDe Rossi, M., & Restiglian, E. (2019). Hybrid solutions for didactics in higher education: An interdisciplinary workshop of ‘visual storytelling’ to develop documentation competences. Tuning Journal for Higher Education, 6(2), 175–203. http://dx.doi.org/10.18543/tjhe-6(2)-2019pp175-203 Abstract: “The article reports on the results of a Design-Based Research path realized through a workshop about the “Visual…
Comments closedDe Rossi, M. (2019). Innovative teaching strategies: Enhancing the soft-skill-oriented approach through integrated onsite-online learning environments. Formazione & Insegnamento, 17(1), 257–266. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/download/3430/3274/ Abstract: “The integration of ICT in Higher Education requires reflective design by teachers. In particular, from recent international research on the subject, it emerges that the perspective…
Comments closedDi Blas, N., Fabbri, M., & Ferrari, L. (2018). Italian teachers and technology-knowledge training. Formare: Open Journal per la Formazione in Rete, 18(2), 33–47. http://dx.doi.org/10.13128/formare-23256 Abstract: “This article aims to answer the question “how are Italian teachers trained in technological skills (TK)?”, in the framework of the distributed TPACK model. According…
Comments closed