Atiquil Islam, A. Y. M., Mok, M. M. C., Gu, X., Spector, J. M., & Hai-Leng, C. (2019). ICT in higher education: An exploration of practices in Malaysian universities. IEEE Access, 7, 16892–16908. https://doi.org/10.1109/access.2019.2895879 Abstract: “Information and communication technologies (ICTs) have been provided by higher education authorities to ensure that…
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Asamoah, M. K. (2019). TPACKEA model for teaching and students’ learning. Journal of Academic Ethics, 17, 401-421. https://doi.org/10.1007/s10805-019-09326-4 Abstract: “The framework, Technological Pedagogical Content Knowledge, Ethics and Accomplishment (TPACKEA) provides an extension to a modified TPACK framework by adding ‘Ethics’ and ‘Accomplishment’. The reason is that further theoretical formulations and…
Comments closedAnderson, S. E., & Putnam, R. (2019). Special education teachers’ experience, confidence, beliefs, and knowledge about integrating technology. Journal of Special Education Technology, 35(1). https://doi.org/10.1177/0162643419836409 Abstract: “This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory…
Comments closedAl-rsa’i, M. S., & Shugairat, M. F. (2019). Technology driven differentiated instruction in science teaching. International Journal of Education, 11(2), 15–24. https://doi.org/10.5296/ije.v11i2 Abstract: “This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology…
Comments closedAgustin, R. R., liliasari, S., Sinaga, P., & Rochintaniawati, D. (2019). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) on kinematics, plant tissue and daily life material. Journal of Physics: Conference Series, 1157(2), 1–5. https://doi.org/10.1088/1742-6596/1157/2/022013 Abstract: “The purpose of this study was to examine pre-service science teachers’ technological pedagogical…
Comments closedEjimole, D. O. (2019). Faculty technological pedagogical content knowledge, and instructional adaptations for diverse learners (Publication No. 27663372) [Doctoral dissertation, California State University]. ProQuest Dissertations & Theses Global. Abstract: “The rising trend in diverse student populations and ubiquitous digital technology are prevalent in contemporary U.S. society and are pervading the country’s…
Comments closedVakil, J. B. (2020). Diving in the depth of online learning: How pre-service teachers leverage technology during the COVID-19 pandemic. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 361–365). Association…
Comments closedTunjera, N., & Chigona, A. (2020). Teacher educators’ appropriation of TPACK-SAMR models for 21st century pre-service teacher preparation. International Journal of Information and Communication Technology Education, 16(3), 126–140. IGI Global. https://doi.org/10.4018/ijicte.2020070110 Abstract: “The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition…
Comments closedSuters, L. (2020). Lessons learned from the transition to a virtual instructional technology course for elementary preservice teachers. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 417–423). Association for the…
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