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…
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Sanchez, M. K. (2022). Preparing for online instruction: An analysis of teacher professional development during the COVID-19 pandemic (Publication No. 30183006) [Doctoral dissertation, University of North Texas]. ProQuest Dissertations & Theses Global. Abstract: “Following school closures in the spring semester of 2020 due to the COVID-19 pandemic, school districts across…
Comments closedMax, A.-L., Lukas, S., & Weitzel, H. (2023). The pedagogical makerspace: Learning opportunity and challenge for prospective teachers’ growth of TPACK. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13324 Abstract: “The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical…
Comments closedPamuk, S. (2022). Investigation of teachers’ reflections on countrywide tablet PC and interactive white board initiative in Turkish schools. Participatory Educational Research, 9(1), 22–40. https://doi.org/10.17275/per.22.2.9.1 Abstract: “The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a…
Comments closedOikarinen, R. M., Oikarinen, J. K., Havu-Nuutinen, S., & Pöntinen, S. (2022). Students’ collaboration in technology-enhanced reciprocal peer tutoring as an approach towards learning mathematics. Education and Information Technologies, 27, 7519–7548. https://doi.org/10.1007/s10639-021-10799-3 Abstract: “Technology-enhanced Reciprocal Peer Tutoring (RPT) was carried out with Finnish, nine to ten year-old primary school students…
Comments closedErgulec, F., Eren, E., & Ersoy, M. (2022). Implementation of TPACK-based instructional design model in an emergency remote course. Hacettepe University Journal of Education, 37(2), 560-572. http://efdergi.hacettepe.edu.tr/volume-37-issue-2-year-2022.html Abstract: “The aim of this study was to examine pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) utilizing the TPACK-Based Instructional Design Model(TPACK-Based IDM)…
Comments closedSaputra, B., & Chaeruman, U. A. (2022). Technological pedagogical and content knowledge (TPACK): Analysis in design selection and data analysis techniques in high school. International Journal of Instruction, 15(4), 777-796. https://doi.org/10.29333/iji.2022.15442a Abstract: “The learning process that is integrated with technology requires teachers who areable to integrate professional skills, pedagogical abilities,…
Comments closedLedbetter, L. S. (2017). A qualitative content analysis of early algebra education iOS apps for primary children(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10602980) Abstract: “Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning…
Comments closedKoh, J. H. L. (2018). Articulating teachers’ creation of technological, pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science and Mathematics Education, 17, 1195–1212. https://doi.org/10.1007/s10763-018-9914-y Abstract: “Research studies have found that mathematics teachers face challenges when designing technology-integrated lessons to support mathematical inquiry with authentic…
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