Chai, C., Chin, C., Koh, J., & Tan, C. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to teachers’ pedagogical beliefs. Asian-Pacific Education Researcher, 22(4), 657-666. https://doi.org/10.1007/s40299-013-0071-3 Abstract: “The notion of technological pedagogical content knowledge (TPACK) has recently emerged as a key theoretical framework that…
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Kharade, K., & Peese, H. (2014). Problem-based learning: A promising pathway for empowering preservice teachers for ICT-mediated language teaching. Policy Futures in Education, 12(2), 262-272. https://doi.org/10.2304/pfie.2014.12.2.262 Abstract: “Information and communication technology (ICT) has become a prominent part of education and offers numerous means of improving teaching and learning in the…
Comments closedPhiri, M., Jita, L. C., & Jita, T. (2023). “The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe. Language and Education. Advance online publication. https://doi.org/10.1080/09500782.2023.2229795 Abstract: “This mini-ethnographic case study examined the enactment of the…
Comments closedChen, M. (2021). Teachers’ conceptions and practices of teaching chinese descriptive composition with interactive spherical video-based virtual reality (Publication No. 29186357) [Doctoral dissertation, The Chinese University of Hong Kong]. ProQuest Dissertations & Theses Global. Abstract: “Writing is an essential means that enables students to construct and extend knowledge to foster…
Comments closedJaafarawi, N. (2022). The journey of task-based learning and TPACK in higher education in the UAE. In C. Coombe, L. Hiasat, & G. Daleure (Eds.), English language and general studies education in the United Arab Emirates (pp. 433–444). Springer Singapore. https://doi.org/10.1007/978-981-16-8888-1_27 Abstract: “Online educational tools are shaping the education of…
Comments closedWu, C.-H. (2022). TPACK: Analyzing how faculty engaged students in college Mandarin classrooms during emergency remote teaching. Distance Learning, 19(2), 105-117. https://www.infoagepub.com/products/distance-learning-vol-19-2 Abstract: “The purpose of the study was to investigate college language faculty’s use of technologies to organize teaching and learning in language classrooms during emergency remote teaching (ERT)…
Comments closedPamintuan, C. F. (2023). Exploring technological pedagogical knowledge (TPK) of Filipino teachers of Mandarin. Journal of Jilin University (Engineering and Technology Edition), 42(04-2023), 126-142. https://osf.io/ane4c/ Abstract: “Anchored on the TPACK framework, this mixed-methods sequential explanatory research focused on the technological-pedagogical knowledge of the Filipino secondary school teachers of Chinese Mandarin.…
Comments closedJi, H., & Shin, H. W. (2020). Understanding of technological pedagogical content knowledge(TPACK) in South Korea: Does experience make a difference? Multimedia-Assisted Language Learning, 23(3), 45-67. https://www.researchgate.net/publication/362516623_Understanding_of_Technological_Pedagogical_Content_Knowledge_TPACK_in_South_Korea_Does_Experience_Make_a_Difference Abstract: “Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigated whether teachers’ technology integration practice and self-reported technological pedagogical content knowledge…
Comments closedKarataş, T. O., & Basol, H. Ç. (2021). What techno-effective teachers mean for preservice teachers of English: A socio-constructivist study. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 204-235. https://eric.ed.gov/?id=EJ1334990 Abstract: “In English language teacher education (ELTE), technological pedagogical content knowledge (TPACK) has gained popularity as it prepares…
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