Rubadeau, K. (2018). Internal and external forces: Technology use among English language teacher educators in South Korea. Australasian Journal of Educational Technology, 34(5), 44–57. doi:10.14742/ajet.3369 Abstract: “Surprisingly little has been written about the technology-related roles and practices of teacher educators. Even less is known about the adoption of technologies by teacher…
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Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2020). Professional development and use of digital technologies by science teachers: A review of theoretical frameworks. Research in Science Education, 50, 673–708. https://doi.org/10.1007/s11165-018-9707-x Abstract: “This article aims to characterise the research on science teachers’ professional development programs that support the use…
Comments closedRamma, Y., Bholoa, A., Watts, M., & Nadal, P. S. (2018). Teaching and learning physics using technology: Making a case for the affective domain. Education Inquiry, 9(2), 210–236. doi:10.1080/20004508.2017.1343606 Abstract: “Even though its importance is underscored in many research pursuits, attention to the affective domain in learning is often neglected at the expense…
Comments closedRahman, A. S. A., & Harun, R. N. S. R. (2018). TESL pre-service teachers’ TPACK: A review. International Journal of Academic Research in Business and Social Sciences, 8(2), 795–804. doi:10.6007/IJARBSS/v8-i2/3986 Abstract: “The TPACK framework represents a significant role in fostering pedagogical improvement of education in the twenty-first century learning. The use…
Comments closedPacheco, V. M. S., & Lopez, J. F. B. (2018). Análisis de la percepción de docentes, usuarios de una plataforma educative a través de los modelos TPACK, SAMR y TAM3 en una institución de educación superior. Apertura: Revista de Innovacion Educativa, 10, 116–131. doi:10.18381/Ap.v10n1.1162 Abstract: “This paper presents the results of the research…
Comments closedOnal, N., & Alemdag, E. (2018). Educational website design process: Changes in TPACK competencies and experiences. International Journal of Progressive Education, 14, 88–104. doi:10.29329/ijpe.2018.129.7 Abstract: “The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative…
Comments closedMacrides, E., & Angeli, C. (2018). Domain-specific aspects of technological pedagogical content knowledge: Music education and the importance of affect. Tech Trends, 62(2), 166–175. doi:10.1007/s11528-017-0244-7 Abstract: “The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content…
Comments closedMacrides, E., & Angeli, C. (2018). Investigating TPCK through music focusing on affect. The International Journal of Information and Learning Technology, 35(3), 181–198. doi:10.1108/IJILT-08-2017-0081 Abstract: “The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the…
Comments closedLovett, J., & Lee, H. (2018). Incorporating multiple technologies into teacher education: A case of developing preservice teachers’ understandings in teaching statistics with technology. CITE Journal, 17(4), 440-457. Retrieved from https://www.learntechlib.org/primary/p/173254/ Abstract: “The purpose of this paper is to present a multitechnology-enabled lesson used with secondary preservice mathematics teachers to develop their…
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