Novitskaya, Y., Gordon, R. R., Hartman, D. K., & Green-Eneix, C. (2025). Curators and mediators of language, content, pedagogy, and technology: Teachers’ expanding roles in fully-online CLIL contexts. Chinese Journal of Applied Linguistics, 48(1), 104–125. https://doi.org/10.1515/CJAL-2025-0104 Abstract: “As world events have morphed teachers’ roles within English medium of instruction (EMI)…
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Park, Y., Moon, J. & Na, H. (2025). Elementary STEM teachers’ open educational resources and TPACK in a professional learning network: A case study. Online Learning Journal, 29(1), 192-215. https://doi.org/10.24059/olj.v29i1.4102 Abstract: “Research attention to investigating elementary STEM teachers’ Professional Learning Networks (PLNs)has grown. However, what types of Open Educational Resources…
Comments closedRahayu, A. H., Widodo, A., Saud, U. S., & Muslim, M. (2025). Technology integration strategies for teaching the water cycle: A case study in fifth-grade science learning. PrimaryEdu: Journal of Primary Education, 9(1), 107-117. https://e-journal.stkipsiliwangi.ac.id/index.php/primaryedu/article/view/5831 Abstract: “This study aims to analyze teachers’ strategies in integrating technology into the teaching of…
Comments closedFilina, N. Z., Sari, S. M., & Zahraini, Z. (2024). The utilization of Technological Pedagogical Content Knowledge (TPACK) in elementary school learning. International Journal of Business, Law, and Education, 5(1), 260 – 266. https://doi.org/10.56442/ijble.v5i1.371 Abstract: “This research aims to explore the use of Technological Pedagogical Content Knowledge (TPACK) in the learning context…
Comments closedSaralar-Aras, İ., & Türker-Biber, B. (2024). Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12435-8 Abstract: “This study aims to examine the lesson plan development processes and related experiences of prospective teachers, and determine the potential effects their lesson plan development…
Comments closedBwalya, A., Rutegwa, M., Tukahabwa, D., & Mapulanga, T. (2023). Enhancing pre-service biology teachers’ technological pedagogical content knowledge through a TPACK-based technology integration course. Journal of Baltic Science Education, 22(6), 956–973. https://doi.org/10.33225/jbse/23.22.956 Abstract: “The effective use of technology in teaching can aid in enhancing the teaching and learning of a…
Comments closedMolotsi, A. (2023). Exploring secondary school teachers’ use of the Technological Pedagogical and Content Knowledge (TPACK) model in delivering subject content after the COVID-19 pandemic disruption threat. International Journal of Education and Development using ICT, 19(3). http://ijedict.dec.uwi.edu/viewarticle.php?id=3189. Abstract: “The integration of digital devices in education has been widely practised throughout the…
Comments closedTaufik, B. E., Sudarsono, S., & Ikhsanudin, I. (2024). A case study of teacher’s Technological Pedagogical Content Knowledge (TPACK) in teaching English after pandemic. TELL-US JOURNAL, 9(4). https://doi.org/10.22202/tus.2023.v9i4.7488 Abstract: “TPACK is the knowledge that teacher should be mastered it is included technological, pedagogical, and content knowledge. This research aims to…
Comments closedShiu, W. H. C. (2024). Teacher learning in Hong Kong: Primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19. Teachers and Teaching. https://doi.org/10.1080/13540602.2024.2328017 Abstract: “This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case…
Comments closedSimuja, C., & Shikesho, H. (2024). Investigating the experiences of mathematics teacher technology integration in the selected rural primary schools in Namibia. International Journal of Technology-Enhanced Education, 3(1), 1–15. https://doi.org/10.4018/ijtee.340028 Abstract: “This qualitative case study investigated the experiences of 15 purposely selected mathematics teachers’ technology integration in Namibia’s selected rural…
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