James, O. (2022). Exploring biology instructors’ technological pedagogical content knowledge in higher education (Publication No. 29255653) [Doctoral dissertation, Middle Tennessee State University]. ProQuest Dissertations & Theses Global. Abstract: “With the rapid emergence of educational technology in learning environments, instructors’ development of technology knowledge is necessary to select educational technologies for…
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Joseph, D., Nethsinghe, R., & Cabedo-Mas, A. (2021). Online teaching and learning during COVID-19: Flexible harmonies in higher education. In R. Chan, K. Bista, & R. Allen (Eds.), Online teaching and learning during COVID-19: International perspectives and experiences (pp. 50-68). Routledge. https://doi.org/10.4324/9781003125921 Abstract: “As COVID-19 impacts and transforms the world,…
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 closedTeichert, L., Piazza, S., & Hinga, J. (2023). Teachers’ digital pedagogies and experiences in virtual classrooms. Improving Schools. Advance online publication. https://doi.org/10.1177/13654802231175398 Abstract: “The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as…
Comments closedLi, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), Article em2301. https://doi.org/10.29333/ejmste/13346 Abstract: “This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration…
Comments closedLina, S. (2023). Integration of technology in teaching physical education and the performance of PE faculty members in a selected college in Hunan Province. Frontiers in Educational Research, 6(10), 86-90. https://francis-press.com/papers/10628 Abstract: “Since the outbreak of the epidemic, colleges and universities across the country have begun to adopt online courses…
Comments closedLawrence, A. D. & Harris, J. B. (2021). Beyond borders: Hallmarks of effective K-12 teaching online. In L. Grant, J. Stronge, & X. Xu (Eds.). International beliefs and practices that characterize teacher effectiveness (pp. 275-303). IGI Global. https://www.igi-global.com/chapter/beyond-borders/280942 Abstract: “This synthesis of relevant research and practice publications examines, explains, and…
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 closedGuo, Y., Li, Y., & Li, M. (2016). Are K–12 teachers ready for technology-enhanced teaching and learning? A study on teachers’ TPACK level in a provincial city in China. In E. L. Brown, A. Krasteva, & M. Ranieri (Eds.), E-Learning and social media: Education and citizenship for the digital 21st…
Comments closedLipton, J. (2021). Teachers’ experiences with emergency remote teaching during the COVID-19 pandemic (Publication No. 28416852) [Doctoral dissertation, Wilkes University]. ProQuest Dissertations and Theses Global. Abstract: “The COVID-19 pandemic quickly and drastically changed the field of education in 2020. Teachers faced challenges when confined to their homes and had to begin…
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