Çam, Ş.S., & Erdamar Koç, G. (2021). A needs analysis study on technological pedagogical content knowledge of faculty members. Education and Information Technologies, 26(5), 5337–5363. https://doi.org/10.1007/s10639-021-10540-0 Abstract: “The primary aim of this study is to determine the current state in education faculties and faculty members’ needs for a professional training program that…
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Nindiasari, H., Restiana, N., & Pamungkas, A. S. (2021). Implementation of the TPACK framework to measure integration of technology, pedagogy and the content of lecturers in mathematics education. (2021). Prima: Jurnal Pendidikan Matematika, 5(2), 30-39. http://dx.doi.org/10.31000/prima.v5i2.4158 Abstract: “One of the obstacles using technology is the lack of teacher understanding of…
Comments closedHobely, J. (2021). Signature pedagogies in vocational learning. In H. Şenol, H. (Ed.), Pedagogy – Challenges, recent advances, new perspectives, and applications. IntechOpen. https://doi.org/10.5772/intechopen.100119 Abstract: “This section will look at differing concepts of pedagogy using research data collected at a college that is at the forefront of using technology as…
Comments closedZou, B., Huang, L., Ma, W., & Qiu, Y. (2021). Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic. SAGE Open, 11(4), 1-17. https://doi.org/10.1177/21582440211054491 Abstract: “Online teaching has been massively conducted during the novel coronavirus period all over the world. How to evaluate online teaching has been…
Comments closedAli, Z., Thomas, M., & Shams, H. (2020). Teacher educators’ perception of technological pedagogical and content knowledge on their classroom teaching. New Horizons, 14(2), 17-38. http://greenwichjournals.com/index.php/NH/article/view/430 Abstract: “Students of present era, usually pronounced as “digital natives,” enter schools with an expectation that they will be engaged in an information and…
Comments closedMujallid, A. (2021). Instructors’ readiness to teach online: A review of TPACK standards in online professional development programmes in higher education. International Journal of Learning, Teaching and Educational Research, 20(7), 135-150. http://www.ijlter.net/index.php/ijlter/article/view/63 Abstract: “Online learning has been developed in higher education offering a flexible environment for learners. Faculty knowledge is…
Comments closedScott, K. C., & Nimon, K. (2021). Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States. Journal of Research on Technology in Education, 53(4), 427 445. https://doi.org/10.1080/15391523.2020.1790444 Abstract: “Mishra and Koehler’s technological pedagogical content knowledge (TPACK) theory can help provide the…
Comments closedWood, E. (2023). Instructors’ lived experiences of using learning analytics to improve online course design (Publication No. 30312873) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations & Theses Global. Abstract: “This study examined higher education instructors’ lived experiences using learning analytics data to make sense of and improve their online course design.…
Comments closedBarisic, K. D., & Nemet, M. B. (2023). The impact of the teacher education study program on the development of TPACK. Journal of Elementary Education, 16(1), 79-92. https://doi.org/10.18690/rei.2064 Abstract: “This study compares students’ TPACK at the beginning and at the end of their college education according to their involvement and…
Comments closedFoley, T., & Curtin, A. (2022). Blended learning: The “new normal” in education delivery. International Journal of Distance Education and E-Learning, 7(2), 21-34. https://doi.org/10.36261/ijdeel.v7i2.2435 Abstract: “Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities. This…
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