Redmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707 Abstract: “The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and…
Comments closedMonth: December 2021
Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214 Abstract: “Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains…
Comments closedPark, E. K., & Hargis, J. (2018). New perspective on TPACK framework in the context of early childhood education: The “A” stands for affective. International Journal for the Scholarship of Teaching & Learning, 12(2), 1–9. https://doi.org/10.20429/ijsotl.2018.120217 Abstract: “The purpose of this exploratory single-case study is to investigate the affordances of iPad transpired within…
Comments closedPareto, L., & Willermark, S. M. L. (2018). TPACK in situ: A design-based approach supporting professional development in practice. Journal of Educational Computing Research, 57(5), 1186–1226. https://doi.org/10.1177/0735633118783180 Abstract: “Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most…
Comments closedMilner-Bolotin, M. (2018). Promoting reflective physics teaching through the use of collaborative learning annotation system. Physics Teacher, 56(5), 313–316. https://doi.org/10.1119/1.5033879 Abstract: “Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning…
Comments closedMabuan, R. A. (2018). Using blogs in teaching tertiary ESL writing. Journal of English Education, 6(2), 1–10. Retrieved from https://doaj.org/article/346e510b93834caf8329ead534b8c662 Abstract: “Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014),…
Comments closedLevy, K. S., Kali, Y., & Tal, T. (2015). Teachers as designers of technology-enhanced outdoor inquiry.Interdisciplinary Journal of e-Skills and Lifelong Learning, 11, 209–235. https://doi.org/10.28945/2320 Abstract: “Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can be dealt with using mobile technologies. For productive use of these technologies,…
Comments closedLee, D., Morrone, A. S., & Siering, S. (2018). From swimming pool to collaborative learning studio: Pedagogy, space, and technology in a large active learning classroom. Educational Technology Research & Development, 66(1), 95–127. https://doi.org/10.1007/s11423-017-9550-1 Abstract: “To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms…
Comments closedLai, T-L., & Lin, H-F. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458. https://doi.org/10.1080/1475939X.2018.1496137 Abstract: “The purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in…
Comments closedKucuk, S. (2018). How pre-service teachers learn educational technology with the situated learning approach. Journal of Technology and Teacher Education, 26(2), 249–274. Retrieved from http://www.learntechlib.org/p/180080/ Abstract: “This research investigated pre-service teachers’ motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample…
Comments closed