Antoniou, J. A. (2021). Perceptions of novice teachers’ TPACK gained from teacher preparation programs: A mixed methods research study (Publication No. 29065154) [Doctoral dissertation, New Jersey City University]. ProQuest Dissertations & Theses Global. Abstract: “Novice teachers are faced with challenges when starting a new career, including using knowledge they have…
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Alvarado-Albertorio, F. (2022). Exploring preservice teachers’ technology integration repertoire: A mixed methods study (Publication No. 29998531) [Doctoral dissertation, Oklahoma State University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of this convergent mixed methods study was to explore how an undergraduate educational technology course impacts preservice teachers’ TPACK knowledge and…
Comments closedMilner, S. (2023). Becoming an effective digital educator: A case study of technology preparation in a novel preservice teacher internship program [Doctoral dissertation, Kennesaw State University]. Digital Commons at Kennesaw State University. https://digitalcommons.kennesaw.edu/instruceddoc_etd/17 Abstract: “The purpose of this case study was to explore one teacher preparation program’s internship model as…
Comments closedFreese, M., Teichrew, A., Winkelmann, J., Erb, R., Ullrich, M., & and Tremmel, M. (2023). Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons. Frontiers in Education, 8. Advance online publication. https://www.frontiersin.org/articles/10.3389/feduc.2023.1180266/abstract Abstract: “Nowadays, teachers are facing a more and more digitized world, as digital…
Comments closedRoberts, A., & Ching, G. S. (2023). Implications of student satisfaction with flipped classroom design in a Taiwan university. International Journal of Learning Technology, 18(1), 28-43. https://doi.org/10.1504/IJLT.2023.131310 Abstract: “The flipped classroom has gained widespread popularity as a form of blended learning. In this form, students engage in active learning in…
Comments closedTee, M.Y. (2022). Learning to teach with technology with real-world problem-based learning. In C. Chang-Tik, G. Kidman, & M. Y. Tee (Eds.), Collaborative active learning (pp. 83–103). Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-19-4383-6_4 Abstract: “Teachers who want to teach effectively with technology have to draw from the synergies between three essential knowledge…
Comments closedMarissa, D. N. & Allahji, W. (2021). Exploring EFL teachers’ technological pedagogical content knowledge and student engagement in an emergency remote teaching context. In J. Chen (Ed.), Emergency remote teaching and beyond (pp. 485–506). Springer. https://doi.org/10.1007/978-3-030-84067-9_22 Abstract: “Although teachers’ pedagogical competence is considered an important factor in emergency remote teaching…
Comments closedSabani, S. (2022). Using mobile video games in the teaching of foundation phase mathematics [Master’s thesis, University of Johannesburg]. University of Johannesburg Institutional Repository (UJIR). https://hdl.handle.net/10210/503450 Abstract: “A solid Mathematics foundation is necessary in ensuring that learners can think critically and solve problems. It was stated in the Trend in…
Comments closedPratumsala, K. & Nuangchalerm, P. (2023). Enhancing scientific literacy of lower secondary students through technological pedagogical and content knowledge framework. International Journal on Social and Education Sciences (IJonSES), 5(2), 263-274. https://www.ijonses.net/index.php/ijonses/article/view/499 Abstract: “All students today attach a great deal of importance to having access to a technologically-enhanced education. As a…
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