Taek, P., Madu, A., & Liunuma, I. (2024). Analysis of the ability of the technological, pedagogical, content, knowledge of senior high school teachers in developing learning tools. Journal of Survey in Fisheries Sciences, 11(3), 10-21. https://sifisheriessciences.com/index.php/journal/article/view/2232/1520 Abstract: “This study aims to investigate Teachers’ Level of Preparation towards the Integration of…
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McBroom, E. S. (2012). Teaching with dynamic geometry software: A multiple case study of teachers’ technological pedagogical content knowledge (Publication No. 3524587) [Doctoral dissertation, Texas State University]. ProQuest Dissertations & Theses Global. Abstract: “This qualitative case study investigated how four high school teachers developed and used their knowledge in teaching…
Comments closedOwusu, K. A. (2014). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge [Doctoral dissertation, University of Canterbury]. UC Library. http://dx.doi.org/10.26021/9671 Abstract: “Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was…
Comments closedChen, Y-H., & Jang, S-J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91. https://dx.doi.org/10.1016/j.chb.2013.11.011 Abstract: “Whereas teachers’ Stages of Concern (SoC) and their Technological, Pedagogical, and Content Knowledge (TPACK) appear…
Comments closedMortensen, C. (2015). Contextual factor profiling: Teacher-created classroom website design influences in Texas high schools (Publication No. 3688500) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. Abstract: “With increasing student access to technology and the Internet, Texas school districts have invested in content management systems (CMS), improved technology infrastructure, and…
Comments closedOwusu, K.A., Conner, L. & Astall, C. (2015). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge. Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373. https://www.learntechlib.org/primary/p/147320/ Abstract: “Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New…
Comments closedHunter, J. L. (2015). High possibility classrooms: A new model for technology integration. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 466-492). Information Science Reference. https://dx.doi.org/10.4018/978-1-4666-8403-4.ch018 Abstract: “This chapter reports on a case study of a high school teacher from…
Comments closedCoşkun, N. & Zeybek, G. (2023). High school teachers’ technological pedagogical content knowledge and self-efficacy perceptions. Research on Education and Psychology, 7(1), 164-181. https://doi.org/10.54535/rep.1277313 Abstract: “The aim of this research is to determine the correlation between high school teachers’ technological pedagogical content knowledge levels and teacher self-efficacy perceptions. In the…
Comments closedSanusi, I. T., Oyelere, S. S., & Omidiora, J. O. (2022). Exploring teachers’ preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Computers and Education Open, 3, Article 100072. https://doi.org/10.1016/j.caeo.2021.100072 Abstract: “The teaching of machine learning is now considered essential and relevant in schools globally. Despite…
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