Khirwadkar, A., Welbourne, S., MacLeod, K., Manners, A., Mueller, J., & Yennemadi, K. (2022). Preamble: Conceptualizing a learner-centred model for designing digital instruction. In M. Jacobsen & C. Smith (Eds.), Online learning and teaching from kindergarten to graduate school (pp. 485-490). Canadian Association for Teacher Education (CATE). http://dx.doi.org/10.11575/PRISM/40509 Abstract: “The…
Comments closedTag: design model
Majeed, A. (2023). Establishing blended learning environment in online learning mathematics for university students. Journal of Academic Perspectives, 2023(1), 49-69. https://www.journalofacademicperspectives.com/app/download/970984708/Asia.Majeed.pdf Abstract: “The purpose of this study is to explore the possibilities that online learning and teaching offer for learning mathematics for university undergraduate students. The blended learning environment will…
Comments closedYurniwati, & Utomo, E. (2022). The synthesis of qualitative evidence-based learning by design model to improve TPACK of prospective mathematics teacher. Journal of Physics: Conference Series, 2157, Article 012044. https://doi.org/10.1088/1742-6596/2157/1/012044 Abstract: “Teachers in the 21st century are required to have the ability to integrate technology for content knowledge and teaching…
Comments closedCheng, P-H., Molina, J., Lin, M.-C., Liu, H.-H., & Chang, C.-Y. (2022). A new TPACK training model for tackling the ongoing challenges of COVID-19. Applied System Innovation, 5(2), 32–51. https://doi.org/10.3390/asi5020032 Abstract: “This study investigated the effects of integrating the “CloudClassRoom” (CCR) and the DEmo-CO-design/teach-feedback-DEbriefing (DECODE) model to improve pre-service teachers’…
Comments closedDu, M. (2022). Application of digital technology-based TPACK in English translation. Mobile Information Systems, 2022, Article 1594554. https://dl.acm.org/doi/abs/10.1155/2022/1594554 Abstract: “Internet teaching encourages the societal improvement of teaching and learning systems. In this paper, we examine big data and interactive teaching modes and the design process of interactive teaching modes. We…
Comments closedNugraha, C. A., Kuswandi, D., & Praherdhiono, H. (2022). Teacher professional development to train digital skills with technological pedagogical content knowledge (TPACK). Jurnal Teknologi Pendidikan, 24(3), 330-340. https://doi.org/10.21009/jtp.v24i3.31019 Abstract: “During the Covid-19 pandemic, the trend of blended learning increased rapidly. The Indonesian government provides various supporting facilities for blended learning,…
Comments closedLee, C. J., & Kim, C. (2017). A technological pedagogical content knowledge based instructional design model: A third version implementation study in a technology integration course. Educational Technology Research and Development, 65(6), 1627– 1654. doi:10.1007/s11423-017-9544-z Abstract: “This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that…
Comments closedPareto, L., & Willermark, S. M. L. (2018). TPACK in situ: A design-based approach supporting professional development in practice. Journal of Educational Computing Research, 57(5), 1186–1226. https://doi.org/10.1177/0735633118783180 Abstract: “Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most…
Comments closedDick, T. P., & Burrill, G. F. (2019). Design and implementation principles for dynamic interactive mathematics technologies. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 372–400). https://doi.org/10.4018/978-1-5225-7918-2.ch018 Abstract: “Design and implementation principles are described for choosing and using dynamic interactive mathematics technologies in support of mathematics learning and teaching. The design…
Comments closedMishra, P., & Warr, M. (2021). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117, 106673. https://doi.org/10.1016/j.chb.2020.106673 Abstract: “Highlights: • TPACK does not exist in a vacuum. • Systems and cultures can define or constrain the kinds of moves teachers can make in pedagogical space. • We define…
Comments closed