Li, M., & Nugraha, M. G. (2025). Validating a context-specific TPACK scale for primary mathematics education in China. International Electronic Journal of Mathematics Education, 20(2), Article em0819. https://doi.org/10.29333/iejme/15934 Abstract: “This study presents the validation of a Technological Pedagogical Content Knowledge (TPACK) scale tailored explicitly for primary mathematics teachers in China.…
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Goodman, J., Handa, V., Wilson, R. E., & Bradbury, L. U. (2024). Promises and pitfalls: Using an AI chatbot as a tool in 5E lesson planning. Innovations in Science Teacher Education, 9(1). https://innovations.theaste.org/promises-and-pitfalls-using-an-ai-chatbot-as-a-tool-in-5e-lesson-planning/ Abstract: “The authors describe how we approached using an AI chatbot, ChatGPT, during the spring 2023 semester with…
Comments closedTravero, A. S., & Rubin, N. T. (2021). Asynchronous-synchronous teaching techniques to reinforce achievement in grade 2 mathematics. Basic and Applied Education Research Journal, 2(2), 99-107. https://doi.org/10.11594/baerj.02.02.05 Abstract: “This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary…
Comments closedLiu, J. (2024). Optimization of innovative paths of physical education teaching in primary and secondary schools under information integration technology. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0612 Abstract: “This article utilizes information fusion technology to provide a more diversified and hierarchical teaching process for physical education, making the content of…
Comments closedJohnson, L. D. (2012). The effect of design teams on preservice teachers’ technology integration (Publication No. 3550513) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations & Theses Global. Abstract: “This study examined the effect of a specific instructional approach called design teams on preservice teachers’ attitudes toward technology, their technology skills, and…
Comments closedTokmak, H. S., Yelken, T. Y., & Konokman, G. Y. (2013). Pre-service teachers’ perceptions on development of their IMD competencies through TPACK-based activities. Educational Technology & Society, 16(2), 243–256. https://drive.google.com/file/d/1Z8hp0TONWz_mCDRUmLYRB09b4wfKlxEN/view Abstract: “The current study investigated perceived development of pre-service teachers in their Instructional Material Design (IMD) competencies through the course…
Comments closedJohnson, L. (2014). Impact of design team on preservice teachers’ TPACK, attitudes, & skills. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2014 (pp. 43-50). AACE. https://www.researchgate.net/publication/267926948_Impact_of_Design_Teams_on_Preservice_Teachers’_TPACK_Attitudes_Skills Abstract: “This study examined the effect of a specific instructional approach called design teams on preservice teachers’…
Comments closedJaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK-in-practice: Designing content-centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 137-163). Springer. https://doi.org/10.1007/978-1-4899-8080-9_7 Abstract: “This chapter presents the Framework of TPACK-in-Practice, a framework of identified characteristics…
Comments closedWahyudi, Winanto, A., & Relmasira, S. C. (2015). Developing teaching and learning model with TPACK framework and blended learning content for science and mathematics in elementary school teacher education program. Online International Interdisciplinary Research Journal, 5(1), 36-43. https://www.oiirj.org/oiirj/jan-feb2015/04.pdf Abstract: “The aim of this research is to develop teaching and learning…
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