Paidican, S. M., Gros, S. G., & Arredondo, H. P. (2024). Technopedagogical and disciplinary knowledge of primary school teachers in different socio-demographic contexts. Campus Virtuales, 13(1), 69-82. https://doi.org/10.54988/cv.2024.1.12 Abstract: “[This] aims to explore teachers’ technological, pedagogical, and content knowledge (TPACK) and its relationship with socio-demographic factors. A quantitative, non-experimental, transactional…
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Tomas, C. L. (2023). Performance of grade 11 students in oral communication in context: Inputs to the development of technology integrated supplemental materials. E-DAWA: An International Multidisciplinary Research Journal, 3(1), 112-130. https://doi.org/10.56901/KJGD3431 Abstract: “Conducted during the academic year 2021-2022, this descriptive-correlational study aimed to determine the performance of Grade 11…
Comments closedCoşkun, N. & Zeybek, G. (2023). High school teachers’ technological pedagogical content knowledge and self-efficacy perceptions. Research on Education and Psychology, 7(1), 164-181. https://doi.org/10.54535/rep.1277313 Abstract: “The aim of this research is to determine the correlation between high school teachers’ technological pedagogical content knowledge levels and teacher self-efficacy perceptions. In the…
Comments closedPlantado, J. C. (2023). Usage of classroom technology and the technological pedagogical content knowledge (TPACK) of mathematics teachers. Southeast Asian Mathematics Education Journal, 13(1). https://journal.qitepinmath.org/index.php/seamej/article/view/175 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today’s digital era. This study, using…
Comments closedFlores, G. T., & Sabado, C. Q. (2023). Science teachers’ technological pedagogical and content knowledge (TPACK) and implementation capacity for distance learning modalities. International Journal of Membrane Science and Technology. Advance online publication. https://www.cosmosscholars.com/phms/index.php/ijmst/article/view/1381 Abstract: “The primary aim of this study is to determine the teachers’ Technological Pedagogical and Content…
Comments closedGuo, Y., Li, Y., & Li, M. (2016). Are K–12 teachers ready for technology-enhanced teaching and learning? A study on teachers’ TPACK level in a provincial city in China. In E. L. Brown, A. Krasteva, & M. Ranieri (Eds.), E-Learning and social media: Education and citizenship for the digital 21st…
Comments closedMunoz, B. (2023). The association between teacher burnout and technology integration in Title I schools (Publication No. 30249950) [Doctoral dissertation, University of West Florida]. ProQuest Dissertations and Theses Global. Abstract: “When a teacher is burned out, the outcomes can be harmful to the person and the school environment. Burnout leads…
Comments closedPizzino, J. D. (2023). The impact of student achievement based upon the differences between teacher perception of blended learning and their technological pedagogical content knowledge [Doctoral dissertation, Liberty University]. Liberty University Scholars Crossing. https://digitalcommons.liberty.edu/doctoral/4155/ Abstract: “The purpose of this quantitative, correlational research study was to understand if student benchmark scores…
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