Martin, D. A., McMaster, N., & Carey, M. D. (2020). Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT. Journal of Digital Learning in Teacher Education, 36(4), 221-236. https://doi.org/10.1080/21532974.2020.1781000 Abstract: “This study explores how using action plans, SMART goals, personal learning networking and peer…
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Maniraho, J. F., Mutarutinya, V., & Njiku, J. (2020). Developing technological pedagogical content knowledge survey items: A review of literature. Journal of Digital Learning in Teacher Education, 36(3), 150-165. https://doi.org/10.1080/21532974.2020.1724840 Abstract: “This review of the literature analyzed twenty-eight survey instruments that were designed and validated by different researchers in order to measure…
Comments closedMalik, K. & Lambert, J. (2020.) Exploring 1:1 iPad integration practices through a TPACK-in-practice lens,” International Journal of Educational Technology and Learning, 9(1), 19-38. https://doi.org/10.20448/2003.91.19.38 Abstract: “The TPACK-in-Practice framework of Jaipal and Figg (2013) provides concrete practices that exemplify successful technology integration of teachers. This framework and mixed methods were used…
Comments closedMakawawa, J. C., Mustadi, A., Van Septriwanto, J., Sampouw, F., & Najoan, R. A. O. (2021). Primary school teachers’ perception of technological pedagogical content knowledge in online learning due to COVID 19. Jurnal Prima Edukasia, 9(1), 2021, 85-95. https://doi.org/10.21831/jpe.v9i1.35245 Abstract: “Primary school teachers need to have technological knowledge, pedagogical knowledge, and content knowledge…
Comments closedMacrides, E. & Angeli, C. (2020). Music cognition and affect in the design of technology-enhanced music lessons. Frontiers in Education, 5, 518209. https://doi.org/10.3389/feduc.2020.518209 Abstract: “The present study addresses the lack of an instructional design methodology that guides the integration of technology in music listening and composition activities, and enriches the framework of Technological Pedagogical Content Knowledge (TPCK)—an essentially cognitive model– with the affective domain. The authors herein provide many examples that illustrate…
Comments closedLuo, W., Berson, I. R., & Berson, M. J. (2020). Integration of digital technology into an early childhood teacher preparation program in China. Early Childhood Education Journal, 49, 1165–1175. https://doi.org/10.1007/s10643-020-01115-8 Abstract: “The rapid development of technologies has complicated its adoption and integration into early childhood teacher professional development in China. The government…
Comments closedLong, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2020). Exploring Chinese in-service primary teachers’ technological pedagogical content knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 42(2), 350-370. https://doi.org/10.1080/02188791.2020.1812514 Abstract: “This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools…
Comments closedLavidas, K., Katsidima, M.-A., Theodoratou, S., Komis, V., & Nikolopoulou, K.. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computers in Education, 8, 395–410. https://doi.org/10.1007/s40692-021-00184-x Abstract: “Technological Pedagogical Content Knowledge (TPACK) is considered a promising theoretical framework for understanding the knowledge teachers require for effective ICT integration.…
Comments closedKusuma, I. P. I. (2021). TPACK-related programs for pre-service English teachers: An in-depth analysis on efforts and issues of ICT integration. Jurnal Cakrawala Pendidikan, 40(1), 183–195. https://doi.org/10.21831/cp.v40i1.28820 Abstract: “As the advances of technology bring some changes in education, technology affects teacher training institutions, especially on the integration of Information and Communication Technology (ICT)…
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