Zahran, F. (2025). The impact of using Poe ChatGPT-based TPACK model on English as a foreign language teachers’ performance and their students’ vocabulary learning. Higher Learning Research Communications, 15(1), Article 3. https://scholarworks.waldenu.edu/hlrc/vol15/iss1/3/ Abstract: “Objectives: The study aims to investigate the efficacy of the Poe ChatGPT-based TPACK model on EFL teachers’…
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Thyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “digitality-related pedagogical and content knowledge”-model in STEM-education. Education Sciences, 13(8), Article 769. https://doi.org/10.3390/educsci13080769 Abstract: “Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes…
Comments closedKempton, C. C. (2023). Teacher perspectives of strategies for effective technology integration in the post-pandemic classroom: A qualitative case study (Publication No. 30318857) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global. Abstract: “The COVID-19 pandemic changed teachers’ lesson delivery and students’ learning approaches. This shift resulted in significant challenges…
Comments closedHobson, C. (2022). Improving online teaching skills of community college faculty through experiential training at a California community college (Publication No. 29256508) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of this qualitative phenomenological study was to examine experiential training as a best practice for preparing…
Comments closedUrbina, B. (2022). Teacher educators and technology integration (Publication No. 29257233) [Doctoral dissertation, The Chicago School of Professional Psychology]. ProQuest Dissertations & Theses Global. Abstract: “This qualitative case study investigated teacher educators at a Midwest Division II university to gain insight to the obstacles faced when integrating technology and the…
Comments closedNguyen, D. T., Hitendra, P., & Andy, Y. (2023). Understanding teachers’ knowledge and skills via technological pedagogical and content knowledge framework. English Language Teaching, 16(6), 91-101. https://doi.org/10.5539/elt.v16n6p91 Abstract: “This qualitative study aimed to understand English as Foreign Language (EFL) teachers’ knowledge and skills concerning integration of Information and Communication Technology…
Comments closedBatane, T. & Butale, C. (2022). Assessment in preparing in-service teachers to teach in the digital age. In J. Olivier, A. Oojorah, & W. Udhin (Eds.), Perspectives on teacher education in the digital age (pp 43–61). Springer Singapore. https://doi.org/10.1007/978-981-19-4226-6_4 Abstract: “Current global technological transformations in education compel teachers to have…
Comments closedAntoniou, J. A. (2023). What’s next for teacher preparation programs?. In R. Jimenez & V. O’Neill (Eds.), Handbook of research on current trends in cybersecurity and educational technology (pp. 329-348). IGI Global. https://doi.org/10.4018/978-1-6684-6092-4.ch018 Abstract: “This chapter provides context for teacher preparation programs to adjust their approach based on the lessons…
Comments closedLee, H-Y., Chung, C-Y., and Wei, G. (2022). Research on technological pedagogical and content knowledge: A bibliometric analysis from 2011 to 2020. Frontiers in Education, 7, Article 765233. https://doi.org/10.3389/feduc.2022.765233 Abstract: “This study was to explore the bibliometric characteristics of TPACK from 2011 to 2020. By using the keyword “TPACK,” the…
Comments closedMhaoud, H. A. S. A. (2022). Suggested program based on TPACK framework via e-learning platform for development digital teaching skills of prospective math teacher. The Educational Journal of the Faculty of Education, 104, 391-486. https://doi.org/10.21608/edusohag.2022.272249 Abstract: “Digital teaching skills have gained strong prominence in the educational context, being one of…
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