Joo, Y. J., Lim, K. Y., & Kim, N. H. (2015). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers & Education, 95, 114-122. https://doi.org/10.1016/j.compedu.2015.12.004 Abstract: “This study aims to investigate the structural relationships between secondary school teachers’ TPACK, perception of school support for…
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Jen, T.-H., Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., & Chen, K.-M. (2016). Science teachers’ TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45–62. http://doi.org/10.1016/j.compedu.2015.12.009 Abstract: “Technological pedagogical content knowledge-practical (TPACK-P) refers to the knowledge construct that teachers in the digital era develop for and from their teaching practices with technology.…
Comments closedJanssen, N., & Lazonder, A. W. (2015). Implementing innovative technologies through lesson plans: What kind of support do teachers prefer? Journal of Science Education and Technology, 24(6), 910-920. https://doi.org/10.1007/s10956-015-9573-5 Abstract: “Lesson plans are a potentially powerful means to facilitate teachers’ use of technology in the classroom. This study investigated which supplementary information…
Comments closedJaikaran-Doe, S., & Doe, P. E. (2016). Assessing technological pedagogical content knowledge of engineering academics in an Australian regional university. Australasian Journal of Engineering Education, 20(2), 157-167. https://doi.org/10.1080/22054952.2015.1133515 Abstract: “The technological pedagogical content knowledge (TPACK) framework is a useful tool to underpin twenty-first-century teaching and learning with digital technology. In an attempt…
Comments closedHutchison, A., & Colwell, J. (2015). Preservice teachers’ use of the technology integration planning cycle to integrate iPads into literacy instruction. Journal of Research on Technology in Education, 48(1), 1-15. https://doi.org/10.1080/15391523.2015.1103146 Abstract: “The purpose of this case study was to examine preservice teachers’ use of the Technology Integration Planning Cycle (TIPC; Hutchison…
Comments closedHansen, A., Mavrikis, M., & Geraniou, E. (2016). Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. Journal of Mathematics Teacher Education, 19, 205–226. https://doi.org/10.1007/s10857-016-9344-0 Abstract: “This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers’ professional development. Tapping into an existing community…
Comments closedGungoren, O. C., & Horzum, M. B. (2015). Modeling pre-service teachers’ perception of future internet usage for professional educational purposes. Croation Journal of Education, 17(3), 815-834. http://doi.org/10.15516/cje.v17i3.1132 Abstract: “This study sought to consider whether there are correlations between pre-service teachers’ attitudes towards the Internet, web pedagogical content knowledge, and the perception of…
Comments closedChien, C.-W. (2015). Analysis of Taiwanese undergraduates’ learning and development of TPCK in English instruction. International Journal of Teaching and Case Studies, 6(3), 212-230. http://doi.org/10.1504/IJTCS.2015.072629 Abstract: “This study analyses 30 Taiwanese undergraduates’ construction and development of technological pedagogical content knowledge (TPCK) in English instruction in a language teacher education program in…
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