Teichert, L., Piazza, S., & Hinga, J. (2023). Teachers’ digital pedagogies and experiences in virtual classrooms. Improving Schools. Advance online publication. https://doi.org/10.1177/13654802231175398 Abstract: “The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as…
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Barekat, M., Naeimi, A., & Maibodi, A. H. (2023). Revisiting blended learning in TPACK: A content-based study of themes and implications. Research in English Language Pedagogy. Advance online publication. https://doi.org/10.30486/relp.2022.1952313.1363 Abstract: “Blended learning is used in education to combine information and communications technology. The technology role in blended learning might…
Comments closedZubaidah, S., Angraini, E., & Susanto, H. (2023). TPACK-based active learning to promote digital and scientific literacy in genetics. Pegem Journal of Education and Instruction, 13(2), 50–61. https://doi.org/10.47750/pegegog.13.02.07 Abstract: “Active learning is centred on students and encourages them to participate in various classroom activities, with the teacher as a facilitator.…
Comments closedZimmerman, F., Melle, I., & Huwer, J. (2021). Developing prospective chemistry teachers’ TPACK – A comparison of two different universities and expertise levels regarding their TPACK self-efficacy, attitude, and lesson planning competence. Journal of Chemical Education, 98(6), 1863-1874. https://doi.org/10.1021/acs.jchemed.0c01296 Abstract: “The aim of this study was to investigate how to…
Comments closedFazilla, S., Yus, A., & Muthmainnah, M. (2022). Digital literacy and TPACK’s impact on preservice elementary teachers’ ability to develop science learning tools. Profesi Pendidikan Dasar, 9(1), 71-80. doi:https://doi.org/10.23917/ppd.v9i1.17493 Abstract: “The transition of education from the 4.0 era of the Industrial Revolution to the 5.0 era of the Social Revolution necessitates…
Comments closedMuslimin, A. I., Mukminatien, N., & Ivone, F. M. (2023). TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers. Contemporary Educational Technology, 15(2), ep409. https://doi.org/10.30935/cedtech/12921 Abstract: “This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based…
Comments closedKoehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2016). The technological pedagogical content knowledge framework for teachers and teacher educators. In M. R. Panigrahi (Ed.), Resource book on ICT integrated teacher education (pp. 20-30). New Delhi: Commonwealth Educational Media Centre for Asia. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/ICT%20Integrated%20Teacher%20Education-Final_Low%20with%20Cover%20Back.pdf#page=48 Abstract (excerpted): “The Technological Pedagogical…
Comments closedChampion, R. (2017). Digitally sound? Teachers’ use of digital literacies in predominantly African American classrooms in a low-SES urban school setting (Doctoral dissertation). Retrieved from http://scholarworks.gsu.edu/ece_diss/30 Abstract: “While digital technologies have been recognized as a necessary part of school learning, a digital divide persists between those who have technological access and those…
Comments closedSabado, K. X. (2018). Exploring teachers’ perspective of technology pedagogy: Implications for practice (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10814079) Abstract: “Pedagogy has not addressed the literacy shift from reading, writing, and speaking to include cognitive digital literacy skills. Teachers lack the technological pedagogical content knowledge…
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