Kontkanen, S. (2018). Starting points of pre-service teachers’ technological pedagogical content knowledge (TPACK): Introducing a proto-TPACK model (Doctoral dissertation, University of Eastern Finland, Joensuu, Finland). Retrieved from http://epublications.uef.fi/pub/urn_isbn_978-952-61-2808-5/index_en.html Abstract: “This dissertation focuses on pre-service teachers and upper secondary school students as users of Information and communication technologies (ICT) in education from the point of…
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Cubos, B. A. C. (2018). Training of teachers: Analysis of training in platforms through the TPACK model (Doctoral thesis, National Pedagogical University, San Luis Potosí, Mexico). https://doi.org/10.13140/rg.2.2.21252.58245 Abstract (partial): “From the year 2014, the country faces the professionalization of teachers, having two profiles in its ranks, those who are graduates of the Normal Schools…
Comments closedChandra, V., & Tangen, D. (2018). Demonstration of twenty-first century skills through an ICT teaching problem: Experiences of pre-service teachers in a Fijian classroom. In T. Hall, T. Gray, G. Downey, & M. Singh (Eds.), The globalisation of higher education (pp. 183–195). Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-74579-4_11 Abstract: “University students can become more proactive in dealing with…
Comments closedAngeli, C., & Valanides, N. (2018). Knowledge base for information and communication technology in education. In. J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1–17). https://doi.org/10.1007/978-3-319-71054-9_26 Abstract: “This chapter systematically explores the knowledge base required by teachers for…
Comments closedTanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetart Journal of Social Science, 41(1), 53-59. https://so04.tci-thaijo.org/index.php/kjss/article/view/229145 Abstract: “The rapid technological advancement of the twenty-first century has transformed the ways in which we teach and learn. As a result, student teachers should…
Comments closedSpante, M., Karlsen, A. V., Nortvig, A-M., & Christiansen, R. B. (2014). Cross-border collaboration in history among Nordic students: A case study about creating innovative ICT didactic models. IAFOR Journal of Education, 2(2), 55–85. https://doi.org/10.22492/ije.2.2.02 Abstract: “Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was…
Comments closedSaltan, F., & Arslan, K. (2017). A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence. Cogent Education, 4(1), 1–12. https://doi.org/10.1080/2331186X.2017.1311501 Abstract: “This study aimed to investigate and compare in-service and pre-service teachers’ self confidence on technological pedagogical content knowledge (TPACK) in relation to their teaching experience, expertise, technology usage,…
Comments closedCando, F., Tituana, I., Cando, B., & Lema, Y. (2018). Competencia tecnologica pedagogica del contenido en el arena de lengua y literatura. Inicio, 13, 178–181. Retrieved from https://journal.espe.edu.ec/ojs/index.php/cienciaytecnologia/article/view/732/633 Abstract: “The main aim of this research was to determine the level of Technological, Pedagogical Content Knowledge of Basic Education teachers in the area of Language…
Comments closedCabero, J., & Barroso, J. (2016). ICT teacher training: A view of the TPACK model. Cultura y Educacion, 28(3), 633–663. http://dx.doi.org/10.1080/11356405.2016.1203526 Abstract: “This paper presents a study on the TPACK model (Technological Pedagogical Content Knowledge), which focuses on the assumption that in order to use ICTs effectively in teaching, the instructor must be trained…
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