Shakil, E., & Siddiq, S. (2024). ESL teachers’ perceptions about ChatGPT as a threat to analytical writing abilities of ESL learners at graduate level. Pakistan Languages and Humanities Review, 8(1), 115–128. https://doi.org/10.47205/plhr.2024(8-I)10 Abstract: “This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing…
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Syh-jong, J. (2012). From PCK to TPACK: Research and development. Nova Science Publishers, Inc. Abstract: “One criticism of school-based instruction is the use of outdated teaching methods and contents to equip current students for future society. Schoolteachers in the 21st century need to be equipped with professional teacher knowledge, which…
Comments closedStover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education Journal, 2013(1), 93-110. Abstract: “The TPACK framework is the complex interplay between the three forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK) that faculty need to have to be…
Comments closedBos, B., & Lee, K. (2014). Mathematical content, pedagogy, and technology: What it can mean to practicing teachers. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2014 (pp. 27-34). AACE. https://www.researchgate.net/publication/268207329_Mathematical_Content_Pedagogy_and_Technology_What_It_Can_Mean_to_Practicing_Teachers Abstract: “The purpose of this study is to look at how practicing teachers…
Comments closedTrinh, M. P., Chico, R. J., & Reed, R. M. (2023). How fun overcame fear: The gamification of a graduate-level statistics course. Journal of Management Education. Advance online publication. https://doi.org/10.1177/10525629231181120 Abstract: “Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This…
Comments closedÇetinkaya Aydin, G. (2022). Design and implementation of a graduate course for development of technological pedagogical content knowledge. [Doctoral dissertation. Middle East Technical University]. OpenMETU. https://hdl.handle.net/11511/99440 Abstract: “Following a design-based research approach, the present study aimed to develop a course design named Theory – Application – Practice (T-A-P) and investigate…
Comments closedLiu, D. (2022). The factors of enhancing graduate teaching assistants’ technological pedagogical content knowledge (TPACK) performance in engineering curriculum teaching. Discover Education, 1, Article 17. https://doi.org/10.1007/s44217-022-00017-8 Abstract: “Graduate teaching assistants (GTAs) play important roles in engineering education at the undergraduate level. Since there are lots of technological content knowledge (TCK) in…
Comments closedKoyuncuoglu, O. (2021). An investigation of graduate students’ technological pedagogical and content knowledge (TPACK). International Journal of Education in Mathematics Science and Technology, 9(2), 299-313. http://dx.doi.org/10.46328/ijemst.1446 Abstract: “This study aimed to investigate and compare the perception of TPACK competence of graduate students studying at the institutes of Natural Sciences, Social Sciences…
Comments closedChing, Y.-H., Yang, D., Baek, Y., & Baldwin, S. (2016). Enhancing graduate students’ reflection in e-portfolios using the TPACK framework. Australasian Journal of Educational Technology, 32(5), 108-122. doi:10.14742/ajet.2830 Abstract: “When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that graduate students demonstrate their knowledge…
Comments closedWilton, L., & Brett, C. (2019). Beyond apps in pre-service education: Unpacking perceptions of TPACK and global competencies. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 69–91). https://doi.org/10.4018/978-1-5225-7001-1.ch004 Abstract: “This chapter presents a multiyear case study in a two-year graduate teacher education…
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