Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and inservice teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158–169. https://drive.google.com/file/d/1rEbSIcOFu4EXenKVTh_wOVsaE-h-_7Ji/view Abstract: “This research surveyed three hundred and ninety pre-service and three…
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Chuang, H., Weng, C., & Huang, F. (2015). A structure equation model among factors of teachers’ technology integration practice and their TPCK. Computers & Education, 86, 182-191. https://dx.doi.org/10.1016/j.compedu.2015.03.016 Abstract: “This study used a structural equation model to investigate the latent structure of teachers’ technology integration practice and its relation to…
Comments closedChua, J. H., & Jamil, H. (2014). The effect of field specialization variation on technological pedagogical content knowledge (TPACK) among Malaysian TVET instructors. Malaysian Online Journal of Educational Technology, 2(1), 36-44. https://mojet.net/index.php/mojet/article/view/5 Abstract: “Technological Knowledge is directly related to productivity, enhanced performance and service quality. Technology integration in the Technical…
Comments closedChen, Y-H., & Jang, S-J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91. https://dx.doi.org/10.1016/j.chb.2013.11.011 Abstract: “Whereas teachers’ Stages of Concern (SoC) and their Technological, Pedagogical, and Content Knowledge (TPACK) appear…
Comments closedBozkurt, E. (2014). TPACK levels of physics and science teacher candidates: Problems and possible solutions. Asia-Pacific Forum on Science Learning and Teaching, 15(2), Article 5. https://www.eduhk.hk/apfslt/v15_issue2/bozkurt/index.htm Abstract: “This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the…
Comments closedBlonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 22, 697-724. https://dx.doi.org/10.1007/s10639-015-9384-6 Abstract: “The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two…
Comments closedBauer, W. I. (2015). Music learning and technology. New Directions in Music Education, 1. https://www.newdirectionsmsu.org/issue-1/bauer-music-learning-and-technology/ Abstract: “This article discusses conceptualizing and actualizing technology for music learning. While approaches to using technology in education have often been technocentric, music teachers must not only consider technology itself, but also curricular outcomes, pedagogy,…
Comments closedAy, Y., Karadağ, E., & Acat, M. B. (2014). The technological pedagogical content knowledge-practical (TPACK-practical) model: Examination of its validity in the Turkish culture via structural equation modelling. Computers and Education, 88, 97-108. https://doi.org/10.1016/j.compedu.2015.04.017 Abstract: “The purpose of this study was to examine the construct of the Technological Pedagogical Content…
Comments closedAvidov-Ungar, O. & Nagar, N. M. (2015). ICT instructors’ sense of empowerment and viewpoint on the implementation of a national ICT program. Journal of Computers in Education, 2, 163-182. https://doi.org/10.1007/s40692-015-0030-5 Abstract: “Within implementation of the National Information and Communication Technology (ICT) Program, ICT instructors facilitate schools with integrating ICT in teaching. Two…
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