Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707-753. https://www.learntechlib.org/primary/p/221446/ Abstract: “The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely…
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Wangdi, T., Dhendup, S., & Gyelmo, T. (2023). Factors influencing teachers’ intention to use technology: Role of TPACK and facilitating conditions. International Journal of Instruction, 16(2), 1017-1036. https://www.e-iji.net/dosyalar/iji_2023_2_54.pdf Abstract: “The behavioral intention (BI) of teachers to use technology is an important factorin the success of technology use in classrooms. Many…
Comments closedAlbeta, S. W., Firdaus, L. N., Copriady, J., & Alimin, M. (2023). TPACK-based blended learning as an implementation of progressivism education: A systematic literature review. Jurnal Pendidikan Vokasi, 13(1), 44-59. https://journal.uny.ac.id/index.php/jpv Abstract: “Blended learning research has been developed recently. Still, research has yetto examine the rationale for emerging trends and…
Comments closedGenç, G., & Dülger, R. (2023). Bridging the digital divide using the TPACK model in the context of Turkey. In D. Köksal, Ö. G.Ulum, & G. Genç (Eds.) Undividing digital divide (pp. 23-36). Springer, Cham. https://doi.org/10.1007/978-3-031-25006-4_3 Abstract: “Thanks to information and communication technologies, such new concepts as e-mail, e-learning, e-school…
Comments closedPaidican Soto, M. A., & Herrera, P. A. A. (2023). The technological pedagogical content knowledge (TPACK) model in primary education: A literature review. Italian Journal of Educational Technology, 31(1), 57-76.. https://doi.org/10.17471/2499-4324/1285 Abstract: “This article presents the results of a systematic literature review conducted on the research works of doctoral students…
Comments closedWati, A. P., Handayani, S., Martha, J. A., & Zanky, M. N. (2022). Distance learning methods in learning in vocational high schools. EDUTEC: Journal of Education and Technology, 5(3), 773-786. https://doi.org/10.29062/edu.v5i3.304 Abstract: “This research aims to find out how to optimize the use of distance learning methods in supporting students’…
Comments closedDuan, G., Jia, L., & Chen, H. (2022). The role of English as a foreign language teachers’ technological pedagogical content knowledge on English as a foreign language students’ achievement. Frontiers in Psychology, 13, Article 946081. https://doi.org/10.3389/fpsyg.2022.946081 Abstract: “Educators themselves and their knowledge are the most significant elements in learners’ success…
Comments closedDemeshkant, N., Trusz, S., & Potyrala, K. (2022). Interrelationship between levels of digital competencies and technological, pedagogical, and content knowledge (TPACK): A preliminary study with Polish academic teachers. Technology, Pedagogy and Education, 31(5), 579-595. https://doi.org/10.1080/1475939X.2022.2092547 Abstract: “The purpose of this study was to develop and to validate a study tool…
Comments closedBelda-Medina, J., & Calvo-Ferrer, J. R. (2022). Integrating augmented reality in language learning: Pre-service teachers’ digital competence and attitudes through the TPACK framework. Education and Information Technologies, 27(9), 12123-12146. https://doi.org/10.1007/s10639-022-11123-3 Abstract: “Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is…
Comments closedHarviz, M., Maris, I. M., & Herlina, E. (2020). Relationships between teaching experience and teaching ability with TPACK: Perceptions of mathematics and science lecturers at an Islamic university. Journal of Science Learning, 4(1), 1-7. https://files.eric.ed.gov/fulltext/EJ1281833.pdf Abstract: “The purpose of this study was to measure Islamic university mathematics and science lecturers…
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