Tanjung, S., Baharuddin, B., Ampera, D., Farihah, F., & Jahidin, I. (2022). Problem based learning (PBL) model with technological, pedagogical, and content knowledge (TPACK) approach. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(3), 740-752. https://doi.org/10.46328/ijemst.2510 Abstract: “This research aims to determine whether there is an influence of…
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Shi, L., & Jiang, L. (2022). How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK). English Language Teaching Educational Journal, 5(1), 1-15. https://eric.ed.gov/?id=EJ1353185 Abstract: “Technology is widely involved across the learning environment including its integration into teaching English as a foreign language (EFL);…
Comments closedSuryanti, Y., Rostikawati, T., & Budiana, S. (2022). The effectiveness of online learning on students’ TPACK based teaching instrument. Pedagonal: Jurnal Ilmiah Pendidikan, 6(1), Article 4526. http://dx.doi.org/10.55215/pedagonal.v6i1.4526 Abstract: “In line with the development of digital era technology in the 21st century, the school curriculum is also experiencing developments namely the…
Comments closedNyamekye, E., Baffour-Koduah, D., Zengulaaru, J., & Osei-Owusu, A. (2022). An assessment of Ghanaian language teachers’ technological pedagogical content knowledge amid the COVID-19 pandemic in Ghana. Social Education Research, 3(3). https://doi.org/10.37256/ser.3320221383 Abstract: “The sudden emergence of the COVID-19 resulted in an abrupt shift from the traditional face-to-face teaching method to…
Comments closedYıldız, E., Doğan, U., Özbay, Ö., & Seferoğlu, S. S. (2022). Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK. Education and Information Technologies, 27, 10757–10783. https://doi.org/10.1007/s10639-022-11059-8 Abstract: “This study was carried out by using the nested single case study design, which is a…
Comments closedSkantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2063224 Abstract: “Educational research has increasingly drawn attention to teachers’ professional digital competence. Various theoretical and methodological perspectives involving a plethora of terms are used to…
Comments closedArabaci, A., & Orbay, K. (2022). Impact of experiencing event design with Web 2.0 tools on prospective mathematics teachers. Problems of Education in the 21st Century, 80(1), 52–68. https://doi.org/10.33225/pec/22.80.52 Abstract: “In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The…
Comments closedPolikarpus, S., Luik, P., Poom-Valickis, K. & Ley, T. (2023). The role of trainers in implementing virtual simulation-based training: Effects on attitude and TPACK knowledge. Vocations and Learning. Advance online publication. https://doi.org/10.1007/s12186-023-09322-1 Abstract: “Virtual simulations (VS) are gaining more popularity in vocational education and training (VET) to train professional competencies.…
Comments closedBedewy, S. E., Lavicza, Z., Haas, B., & Lieban, D. (2022). A STEAM practice approach to integrate architecture, culture and history to facilitate mathematical problem-solving. Education Sciences, 12, Article 9. https://doi.org/10.3390/educsci12010009 Abstract: “In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to…
Comments closedChatterjee, S., & Parra, J. (2022). Undergraduate students engagement in formal and informal learning: Applying the community of inquiry framework. Journal of Educational Technology Systems, 50(3), 327–355. https://doi.org/10.1177/00472395211062552 Abstract: “The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an…
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