Makkawi, F. (2017). Integrating technology in teachers’ profession. International Journal for Infonomics, 10(2), 1325-1332. Retrieved from http://infonomics-society.org/wp-content/uploads/iji/published-papers/volume-10-2017/Integrating-Technology-in-Teachers-Profession.pdf Abstract: “The continuous fast developing field of Information and Communications Technology (ICT) is affecting every aspect of our life including education. The purpose of this research is to show the importance of ICT knowledge in Teachers’…
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Kennedy-Clark, S., Kearney, S., & Galstaun, V. (2017). Using a collaborative assessment design to support student learning. Education Sciences, 7(4), 80. doi:10.3390/educsci7040080 Abstract: “The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources…
Comments closedAy, Y., Karadag, E., & Acat, M. B. (2016). ICT integration of Turkish teachers: An analysis within TPACK-practical model. International Journal of Progressive Education, 12(2), 149–165. Abstract: “The aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological…
Comments closedAbdo Qasem, A. A., & Viswanathappa, G. (2016). Blended learning approach to develop the teachers’ TPACK. Contemporary Educational Technology, 7(3), 264–276. https://eric.ed.gov/?id=EJ1108190 Abstract: “A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is…
Comments closedTravers, A. L. (2018). Ed-ventures in wonderland: Creating an innovative curriculum for integrating iPads in religious education (Doctoral dissertation). Retrieved from http://doras.dcu.ie/22173/ Abstract: “One of the aims outlined in the National Digital Strategy for Schools 2015-2020 is to develop and promote examples of effective integration of ICT in teaching, learning and assessment (Department of…
Comments closedFarmer, L. S. J. (2019). The role of librarians in blended courses. In J. Keengwe (Ed.), Handbook of research on blended learning pedagogies and professional development in higher education (pp. 122–138). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5557-5.ch007 Abstract: “This chapter investigates the intersection of instructional design and implementation, blended learning, ICT literacy, and…
Comments closedSoomro, S., Soomro, A. B., Ali, N. I., Bhatti, T., Basir, N., & Gill, N. P. (2018). TPACK adaptation among faculty members of education and ICT departments in University of Sindh, Pakistan. International Journal of Advanced Computer Science and Applications, 9(5), 203–209. doi:10.14569/IJACSA.2018.090526 Abstract: “Technological Pedagogical Content Knowledge (TPACK) framework has been…
Comments closedRocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2020). Professional development and use of digital technologies by science teachers: A review of theoretical frameworks. Research in Science Education, 50, 673–708. https://doi.org/10.1007/s11165-018-9707-x Abstract: “This article aims to characterise the research on science teachers’ professional development programs that support the use…
Comments closedRahman, A. S. A., & Harun, R. N. S. R. (2018). TESL pre-service teachers’ TPACK: A review. International Journal of Academic Research in Business and Social Sciences, 8(2), 795–804. doi:10.6007/IJARBSS/v8-i2/3986 Abstract: “The TPACK framework represents a significant role in fostering pedagogical improvement of education in the twenty-first century learning. The use…
Comments closedHolmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts. International Journal of Information & Learning Technology, 35(2), 130–142. doi: 10.1108/IJILT-09-2017-0084 Abstract: “Purpose – The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’…
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