Nzaramyimana, E., & Umugiraneza, O. (2024). Investigating teachers’ technological pedagogical content knowledge in teaching mathematics in Rwanda secondary schools. Education and Information Technologies, 29(3), 13367–13386. https://doi.org/10.1007/s10639-023-12403-2 Abstract: “Technology-based teaching and learning has been one way to improve students’ achievement. However, some teachers are still unaware of how technology can be…
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Bahri, A., Jamaluddin, A. B., Saparuddin, S., Ainun, N. A., & Arifuddin, M. (2023). The correlation between lesson planning and knowledge in order to use TPACK in school teachers in Makassar City. Biology Teaching and Learning, 6(2), 94-108. https://doi.org/10.35580/btl.v6i2.54039 Abstract: “Innovative and creative teaching methods are prioritized in 21st century…
Comments closedWhitewolf, E. (2022). Activating digital makerspaces for authentic student learning (Publication No. 30359500) [Doctoral dissertation, University of Pittsburgh]. ProQuest Dissertations & Theses Global. Abstract: “In response to the maker movement, administrators are adding 3D printers, laser cutters, vinyl cutters, and other computer-controlled machinery into school-based makerspaces at a rapid rate.…
Comments closedJaafarawi, N. (2022). The journey of task-based learning and TPACK in higher education in the UAE. In C. Coombe, L. Hiasat, & G. Daleure (Eds.), English language and general studies education in the United Arab Emirates (pp. 433–444). Springer Singapore. https://doi.org/10.1007/978-981-16-8888-1_27 Abstract: “Online educational tools are shaping the education of…
Comments closedGil, A., Foster, D., & Ramsay, C. (2023). Future agriculture faculty experiences using digital assessment tools in an experimental classroom. NACTA Journal, 67(1), 71-82. https://www.nactajournal.org/index.php/nactaj/article/view/53 Abstract: “The capacity for effective utilization of technology is increasing in importance in the scholarship of teaching and learning practice in agricultural education. There is…
Comments closedGarcía-Martin, J., Rico, R., & García-Martin, S. (2023). The perceived self-efficacy of teachers in the use of digital tools during the COVID-19 pandemic: A comparative study between Spain and the United States. Behavioral Sciences, 13, 213-226. https://doi.org/10.3390/bs13030213 Abstract: “This study analyzed the use of fifteen groups of digital tools that…
Comments closedPapanikolaou, K., Makri, K., Sofos, I., Tzelepi, M., & Zalavra, E. (2022). Putting TPACK into action in learning design: The case of PeerLAND. Australasian Journal of Educational Technology, 38(6), 53–74. https://doi.org/10.14742/ajet.7556 Abstract: “Although previous research highlights the complementary relationship of learning design with TPACK, this is not the case for TPACK informing…
Comments closedSmith, N. J, & Bhattacharya, K. (2013). Practical wisdom of tool and task: Meeting the demands of the method with digital tools in qualitatively driven mixed methods studies. In S. Hai-Jew (Ed.), Enhancing qualitative and mixed methods research with technology (pp. 210-230). IGI Global. http://doi.org/10.4018/978-1-4666-6493-7.ch009 Abstract: “The purpose of this chapter is to…
Comments closedAlcoser, M. E. (2017). Intentional implementation: A self-study examining and evaluating instructional implementation of digital tools to foster academic writing in the English secondary classroom (Publication No. 10275103) [Doctoral dissertation, University of Maryland]. ProQuest Dissertations & Theses Global. Abstract: “This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom…
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