Lorenz, R., Heldt, M., & Eickelmann, B. (2022) Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools. Technology, Pedagogy and Education, 31(5), 563-577. https://doi.org/10.1080/1475939X.2022.2129772 Abstract: “Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires…
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Jita, T., & Sintema, E. J. (2022) Exploring classroom use of ICT among pre-service science teachers in selected SADC countries. African Journal of Research in Mathematics, Science and Technology Education, 26(3), 218-236. https://doi.org/10.1080/18117295.2022.2139105 Abstract: “Information and communication technology (ICT) competences are among the most important requirements to effectively teach mathematics and science in…
Comments closedKhreshna, B., Mintasih, I., Mackenzie, C., & Santika, V. (2022). TPACK towards ICT integration: Does creativity have moderating effect?. International Journal of Pedagogy and Teacher Education, 6(2), https://doi.org/10.20961/ijpte.v6i2.66748 Abstract: “The purpose of this study was to examine an effect of technological pedagogical and content knowledge (TPACK) on information and communication technology…
Comments closedDinçer, S., & Çengel-Schoville, M. (2022). Curriculum content proposal forintegration of technology in education. International Journal of Curriculum and Instructional Studies, 12(2), 399-412. https://doi.org/10.31704/ijocis.2022.016 Abstract: “This study focuses on the content of technology-related courses offered by teacher training institutions to determine the factors that will avoid technology integration in teacher…
Comments closedBentor, C. T. S., Ceblano, M. V., & Niez, R. A. (2022). Investigating faculty technological and pedagogical content knowledge: The BiPSU context. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2558-2565. https://doi.org/10.11594/ijmaber.03.12.09 Abstract: “One of the components that shape the educational system is the instructor. They do several tasks at…
Comments closedNugraha, C. A., Kuswandi, D., & Praherdhiono, H. (2022). Teacher professional development to train digital skills with technological pedagogical content knowledge (TPACK). Jurnal Teknologi Pendidikan, 24(3), 330-340. https://doi.org/10.21009/jtp.v24i3.31019 Abstract: “During the Covid-19 pandemic, the trend of blended learning increased rapidly. The Indonesian government provides various supporting facilities for blended learning,…
Comments closedAhsan, S., Hossen, A., Jahan, I., Mahmood, A., Mim, M. R. A., Sohely, S. J., Ahmed, S. S., & Begum, H. A. (2022). Teachers’ perceived level of TPACK and the influence of demographic factors: The context of higher education in Bangladesh. International Journal of Smart Technology and Learning, 3(1), 1-…
Comments closedAlharbi, A. (2022). The relationship between ICT teachers’ professional development and TPACK framework for the process of teaching and learning. International Journal of Education and Research, 10(12), 69-82. http://www.ijern.com/journal/2022/December-2022/06.pdf Abstract: “It has been argued that the role of teachers is central to effective ICT integration in the classroom. So, teachers’…
Comments closedJang, S., & Tsai, M. (2016). Exploring the development of pre-service teachers’ ICT-TPACK using a cognitive stimulation tool. In E. Railean, G. Walker, A. Elçi, & L. Jackson (Eds.) Handbook of research on applied learning theory and design in modern education (pp. 380-404). Information Science Reference. https://doi.org/10.4018/978-1-4666-9634-1.ch018 Abstract: “Self-regulated learning (SRL) skills…
Comments closedValtonen, T., Sointu, E., Makitalo-Siegl, K., & Kukkonen, J. (2015). Developing a TPACK measurement instrument for 21st century pre-service teachers. International Journal of Media, Technology, and Lifelong Learning, 11(2), 87-100. http://dx.doi.org/10.7577/seminar.2353 Abstract: “Future skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have…
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