Liu, C., & Elms, P. (2019). Animating student engagement: The impacts of cartoon instructional videos on learning experience. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2124 Abstract: “This mixed research aims at the planning, construction and implementation of a web application to facilitate the educational process on the Normal Distribution through the…
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Kul, U., Aksu, Z., & Birisci, S. (2019). The relationship between technological pedagogical content knowledge and web 2.0 self-efficacy beliefs. International Online Journal of Educational Sciences, 11(1), 198–213. https://doi.org/10.15345/iojes.2019.01.014 Abstract: “The aim of the present study was to investigate the development of technological pedagogical content knowledge (TPACK) and Web 2.0 self-efficacy…
Comments closedKraglund-Gauthier, W., & Moseley, J. (2019). Building teaching–learning capacities of online nurse educators: Using TPACK to frame pedagogical processes and identify required supports. Canadian Journal of Learning and Technology, 45(1), 1-21. http://dx.doi.org/10.21432/cjlt27595 Abstract: “Quality teaching includes reflective practice, dialogue, and curiosity and depends on personal, institutional, and community assets and…
Comments closedKozikoglu, I., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers’ technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20–33. https://www.jlls.org/index.php/jlls/article/view/998/443 Abstract: “The technology has entered our life day by day and the effects of this are felt…
Comments closedKonysheva, A. V., Chirkina, S. E., & Vasbieva, D. G. (2019). Features of forming students’ reflective position while studying mathematics at university by means of information and communication technologies. Eurasia Journal of Mathematics, Science and Technology Education, 15(3), 1–10. https://doi.org/10.29333/ejmste/103049 Abstract: “Modern professional education takes into account the didactic potential of disciplines and…
Comments closedKoh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577–595. https://doi.org/10.1007/s11423-018-9627-5 Abstract: “Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional…
Comments closedKhine, M. S., Afari, E., & Ali, N. (2019). Investigating technological pedagogical content knowledge competencies among trainee teachers in the context of ICT course. Alberta Journal of Educational Research, 65(1), 22–36. Retrieved from https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56399 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) framework developed over a decade ago is still valid and applicable…
Comments closedHoward, N. R. (2019). Edtech leaders’ beliefs: How are K-5 teachers supported with the integration of computer science in K-5 classrooms? Technology, Knowledge and Learning, 24(2), 203–217. https://doi.org/10.1007/s10758-018-9371-2 Abstract: “Educational Technology Leaders’ support of computer science teachers in K-5 classrooms are influenced by their beliefs about school-based program implementation criteria, available…
Comments closedHossain, S. F. A., Nurunnabi, M., Hussain, K., & Saha, S. K. (2019). Effects of variety-seeking intention by mobile phone usage on university students’ academic performance. Cogent Education, 6(1), 1–18. https://doi.org/10.1080/2331186x.2019.1574692 Abstract: “The purpose of this study is to explore the effects of variety-seeking (VS) intention arising from mobile phone usage…
Comments closedHew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956-971. https://doi.org/10.1111/bjet.12770 Abstract: “Critics often characterise the study of educational technology as under‐theorised. To test this assertion and to determine…
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