Scherer, R., Tondeur, J., Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the technological, pedagogical, and content knowledge (TPACK) model. Computers & Education, 112, 1-17. doi:10.1016/j.compedu.2017.04.012 Abstract: “The Technological, Pedagogical, and Content Knowledge (TPACK) framework – a framework which proposes…
Comments closedMonth: April 2022
Psycharis, G., & Kalogeria, E. (2017). Studying the process of becoming a teacher educator in technology-enhanced mathematics. Journal of Mathematics Teacher Education, 21, 631–660. https://doi.org/10.1007/s10857-017-9371-5 Abstract: “In this paper, we explore the process of becoming a teacher educator in the pedagogical use of digital tools in mathematics teaching. The study took…
Comments closedPrabawa, H. W. (2017). A review of gamification in technological pedagogical content knowledge. Journal of Physics: Conference Series, 812(012019), 1-4. doi:10.1088/1742-6596/812/1/012019 Abstract: “This paper review 10 papers that relating to gamification adoption in developing technological pedagogical content knowledge (TPACK) framework. Technological developments lately led to the trend of increased use of ICT…
Comments closedPadmavathi, M. (2017). Preparing teachers for technology-based teaching-learning using TPACK. i-manager’s Journal on School Educational Technology, 12(3), 1-9. Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective…
Comments closedNorton, M., Creghan, C., Creghan, K. A., & Maninger, R. (2017). Professional development and effective technology integration. Journal of Multidisciplinary Graduate Research, 3(1), 1-17. Retrieved from http://www.shsu.edu/academics/education/journal-of-multidisciplinary-graduate-research/documents/2017/Article%201%20-%202017%20-%20CREGHAN.pdf Abstract: “Technology drives our society and plays a crucial role in classrooms today. Technology is being purchased and put into classrooms at an alarming rate.…
Comments closedMei, B., Brown, G. T. L., & Teo, T. (2017). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104. https://doi.org/10.1177/0735633117700144 Abstract: “Despite the rapid proliferation of information and communication technologies,…
Comments closedMcKenney, S., & Voogt, J. (2017). Expert views on TPACK for early literacy: Priorities for teacher education. Australasian Journal of Educational Technology, 33(5), 1-14. doi:10.14742/ajet.2502 Abstract: “Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies,…
Comments closedMacKinnon, G. R. (2017). Highlighting the importance of context in the TPACK model: Three cases of non-traditional settings. UAiR: Issues and Trends in Educational Technology, 5(1). Retrieved from https://journals.uair.arizona.edu/index.php/itet/article/view/19424 Abstract: “This paper presents three cases of technology intervention in classrooms where the TPACK model seemingly falls short of a due consideration…
Comments closedLimbong, E. (2016). Designing and developing supplemental technology and PACI model materials through blended learning methods. Journal of Culture, English Language Teaching & Literature, 16(2), 271-304. Retrieved from http://journal.unika.ac.id/index.php/celt/article/view/771/pdf_13 Abstract: “The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knowledge (PK) and…
Comments closed