Steyn, E. M. (2022). An analysis of primary school teachers’ current levels of technological pedagogical content knowledge [Master’s thesis, University of Johannesburg]. University of Johannesburg Institutional Repository (UJIR). https://hdl.handle.net/10210/503269 Abstract: “A radical transformation in educational practices is needed in order to adequately prepare learners to be successful in the 21st…
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Cyril, N., Jamil, N. A., Mustapha, Z., Thoe, N. K. Ling, L. S., & Anggoro, S. (2023). Rasch measurement and strategies of science teachers’ technological, pedagogical, and content knowledge in augmented reality. Dinamika Jurnal Ilmiah Pendidikan Dasar, 15(1), 1-18. http://dx.doi.org/10.30595/dinamika.v15i1.17238 Abstract: “The use of Augmented Reality in the Teachers’ Technological,…
Comments closedHsu, L., & Chen, Y. J. (2023). Hierarchical linear modeling to explore contextual effects on EFL teachers’ technology, pedagogy, and content knowledge (TPACK): The Taiwanese case. The Asia-Pacific Education Researcher, 32, 1–13. https://doi.org/10.1007/s40299-021-00626-1 Abstract: “The integration of technology in teachers’ pedagogical practices has become the norm within various educational settings…
Comments closedPamuk, S. (2022). Investigation of teachers’ reflections on countrywide tablet PC and interactive white board initiative in Turkish schools. Participatory Educational Research, 9(1), 22–40. https://doi.org/10.17275/per.22.2.9.1 Abstract: “The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a…
Comments closedDikmen, C. H.& Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398–415. https://doi.org/10.17275/per.22.46.9.2 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct…
Comments closedNjiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), Article ep297. https://doi.org/10.30935/CEDTECH/9686 Abstract: “Developing teachers’ competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the…
Comments closedBueno, R. W. da S., Lieban, D., & Ballejo, C. C. (2021). Mathematics teachers’ TPACK development based on an online course with Geogebra. Open Education Studies, 3(1), 110–119. https://doi.org/10.1515/edu-2020-0143 Abstract: “This paper aims to discuss the Technological Pedagogical Content Knowledge (TPACK) development by mathematics teachers (preservice and inservice) that participated in…
Comments closedEl-Kasti, H. (2018). Effect of a collaborative and iterative GeoGebra module on in-service mathematics secondary teachers’ zones, practices, and technological pedagogical content knowledge [Doctoral dissertation, Lebanese University]. ResearchGate. http://dx.doi.org/10.13140/RG.2.2.14851.02087 Abstract: “The main purpose of this study was to determine how and to what extent in-service secondary mathematics teachers’ technology practices…
Comments closedBackfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms, Teaching and Teacher Education, 104, Article 103390. https://doi.org/10.1016/j.tate.2021.103390 Abstract: “Although integrating technologies for teaching has received much attention, research demonstrated that teachers rarely use technologies likely because of low…
Comments closedChaipidech, P., Srisawasdi, N., Kajornmanee, T., & Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers’ TPACK development. Computers and Education: Artificial Intelligence, 3(2022), Article 100064. https://doi.org/10.1016/j.caeai.2022.100064 Abstract: “In contrast to traditional teacher professional development (TPD), the importance of individualized professional learning and expert content delivery is…
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