Mohamed, M. E. I. M. (2016). The impact of science teachers’ metacognition on their planning choice of technology-mediated inquiry-based activities (Doctoral dissertation, University of Ottawa, Ottawa, Canada). Retrieved from https://ruor.uottawa.ca/handle/10393/35229 Abstract: “This study investigated the conditions for developing science teachers’ Technological Pedagogical Content Knowledge (TPACK). It also explored the opportunities offered by two…
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Niess, M. L., & Gillow-Wiles, H. (2017). Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach. Australasian Journal of Educational Technology, 33(3), 77-95. https://doi.org/10.14742/ajet.3473 Abstract: “A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of…
Comments closedAgrati, L.S. (2017). Contenuti digitali e pratica di insegnamento: Lo studio di caso di un repository di scuola superiore di II grado. Annali online della Didattica e della Formazione Docente, 9(13), 195-213. Abstract: “Technological resources offer indisputable opportunities to teachers who want to renew the contents and strategies of their teaching and provide…
Comments closedYan, Z., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3755 Abstract: “This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection…
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 closedGillow-Wiles, H., & Niess, M. L. (2019). Engaging a workbench dialectic inquiry model in an online master’s degree program: TPACK development through communities of inquiry. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 279–301). https://doi.org/10.4018/978-1-5225-7001-1.ch013 Abstract: “This cross-case descriptive study suggests a…
Comments closedYani, A., Ruhimat, M., & Mulyadi, A. (2021). The effect of TPACK framework on inquiry process: A study of geographic subject. IOP Conference Series: Earth and Environmental Science, 683(2021), 012027. https://iopscience.iop.org/article/10.1088/1755-1315/683/1/012027/meta Abstract: “The inquiry process constitutes one of the essential process in the learning process. Learners gain knowledge through the inquiry process to…
Comments closedAkuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work. Journal of Research in Science Teaching, 56(5), 619–648. https://doi.org/10.1002/tea.21516 Abstract: “Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation…
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