Siyam, Y., Siyam, N., Hussain, M., & Alqaryouti, O. (2025). Evaluating technology integration in education: A framework for professional development. Discover Education, 4, Article 53. https://doi.org/10.1007/s44217-025-00448-z Abstract: “The integration of technology in education is essential for enhancing learning experiences and preparing students for a technology-driven world. However, many teachers lack…
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Darsih, E., Agustiana, V., & Rahmatunisa, W. (2023). Exploring the integration of technological pedagogical content knowledge (TPACK) in online teaching among EFL lecturers. English Review: Journal of English Education, 11(2). https://journal.uniku.ac.id/index.php/ERJEE/article/view/7570 Abstract: “This study is conducted based on the consideration of the importance of technology literacy for lecturers in online…
Comments closedMorris, N., & Forbes, L.S. (2023). Lessons from an urban teacher residency partnership. Metropolitan Universities, 34(4), 64-87. https://journals.iupui.edu/index.php/muj/article/view/26401 Abstract: “Facing teacher shortages, urban teacher frustration, and a lack of BIPOC representation in the teacher workforce, two urban institutions, a school district, and a university partnered to design, develop and implement…
Comments closedNjiku, J. (2023). Assessing the development of mathematics teachers TPACK through an observation rubric. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11901-7 Abstract: “The TPACK framework has gained popularity in guiding research regarding the assessment and development of teachers’ competencies to teach with technology. Since theoretically, the framework is about…
Comments closedSchmidt-Crawford, D. A., Tai, S-J. D., Wang, W., & Jin, Y. (2016). Understanding teachers’ TPACK through observation. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 107-128). Routledge. Abstract: “A descriptive case study approach was used to identify observable TPACK teacher…
Comments closedBilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. https://doi.org/10.1080/02635143.2016.1144050 Abstract: “Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs…
Comments closedTseng, J. J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390–412. doi:10.1080/09588221.2017.1412324 Abstract: “Technological pedagogical content knowledge (TPACK) proposed by Mishra and Koehler is a theoretical construct of teacher knowledge that describes how teachers teach subject matter content using certain instructional methods with specific technology in particular…
Comments closedNg, O., & Chan, T. (2021). In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”. British Journal of Educational Technology, 52(2), 751–767. https://doi.org/10.1111/bjet.13053 Abstract: “We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in-service secondary mathematics teachers’ noticing upon watching…
Comments closedKao, M. A., & Mzimela, P. J. (2019). ‘They are visually impaired, not blind…teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners. South African Journal of Childhood Education, 9(1), 1–11. https://doi.org/10.4102/sajce.v9i1.651 Abstract: “Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to…
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