Uçar, M. B. (2024). Exploring in-service science teachers’ proficiency levels and nature of interactions among components of technological pedagogical and content knowledge-practical (Publication No. 108296) [Doctoral dissertation, Middle East Technical University]. OpenMETU. https://hdl.handle.net/11511/108296 Abstract: “This study aimed to explore the proficiency levels and the nature of interplays among Technological Pedagogical…
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Luo, W., Berson, I. R., Berson, M. J., & Han. S. (2024). Examining early childhood teachers’ technology integration in mainland China through a sociocultural lens. In I. R. Berson, W. Luo, M. J. Berson, & C. Dong (Eds.), Digital technologies and early childhood in China. Information Age Publishing. Abstract: None
Comments closedAlfageh, D. H., York, C. S., Hodge-Zickerman, A., & Xie, Y. (2024). Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study. International Electronic Journal of Mathematics Education, 19(1), Article em0768. https://doi.org/10.29333/iejme/14190 Abstract: “This case study examined teachers’ perceptions and use of adaptive diagnostic…
Comments closedNkundabakura, P., Nsengimana, T., Uwamariya, E., Nyirahabimana, P., Nkurunziza, J. B., Mukamwambali, C., Dushimimana, J. C., Batamuliza, J., Byukusenge, C., & Iyauremeye, A. (2024). Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda. Discover Education, 3, Article…
Comments closedKulaksiz, T. (2023). Does individual innovativeness influence TPACK development?: The case of pre-service EFL Ttachers in Türkiye. The Australian Journal of Teacher Education, 48(3). https://doi.org/10.14221/1835-517X.5914 Abstract: “This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental…
Comments closedBwalya, A., Rutegwa, M., & Mapulanga, T. (2024). Developing pre-service Biology teachers’ Technological Pedagogical Content Knowledge through a TPACK-based course. European Journal of Educational Research, 13(1), 263-278. https://doi.org/10.12973/eu-jer.13.1.263 Abstract: “This study investigated pre-service biology teachers’ (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented.…
Comments closedIm, R., Thy, S., Iwayama, T., & Osa, M. (2024). Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework. Journal of Science and Education, 4(2), 97-108. https://doi.org/10.12691/education-12-3-4 Abstract: “This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service…
Comments closedAl-khresheh, M. H., & Aljursheh, T. O. (2024). An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement. Humanities and Social Sciences Communications, 11, Article 287. https://doi.org/10.1057/s41599-024-02783-2 Abstract: “The proliferation of technology in educational settings and its impact on learning…
Comments closedCindrić, I., &Gregurić, M. (2023). An example of the TPACK model in pre-service language teacher education: Action research with unforseen interventions. In M. N. Güngör (Ed.), Action research in language teaching and teacher education: Voices from diverse contexts (pp. 377-404). BlackSwan. Abstract: “The integration of technology in foreign language teaching…
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