Mathebula, J. Z. (2022). FET teachers’ use of social media when teaching under COVID-19 restrictions in Gauteng. [Master’s thesis, University of Johannesburg]. University of Johannesburg Institutional Repository (UJIR). https://hdl.handle.net/10210/503347 Abstract: “Based on anecdotal evidence as a District ICT Coordinator for 162 schools in the Tshwane North District (TN District) of…
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Haseeb, M., & Dwivedi, S. K. (2021). School teachers’ perspective on technology-pedagogy content knowledge. Journal of Teacher Education and Research, 16(01), 19-21. https://doi.org/10.36268/JTER/16104 Abstract: “The unprecedented times forced institutions to adopt online teaching-learning and evaluation mechanisms. All stakeholders, right from top-level ministers, planners, administrators, faculty members, and students, were unprepared…
Comments closedGash, H., & McCloughlin, T. (2015). Embedding technology in pedagogy. Constructivist Foundations, 10(3), 297-298. Abstract: “The article discusses comments on professor Karen Brennan’s article on strategies related to embedding technology in pedagogy. Topics discussed include use of computer program Scratch-based application by teachers in their classrooms, the Constructivist Learning Environment Survey…
Comments closedM. Khosrow-Pour (2019). TPACK: Breakthroughs in research and practice. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-7918-2 Abstract: “Educational technologies are becoming commonplace entities in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use due to a lack of training and instruction on…
Comments closedKurban, K. (2020). Characterizing middle grade mathematics teachers’ technological pedagogical content knowledge (TPACK) using a robust data set. The Texas Forum of Teacher Education, 10, 3-16. https://txate.org/resources/Documents/Kurban%202020.pdf Abstract: “Teachers’ combined knowledge of contents, technologies, and the pedagogical methods has become a focus of understanding and evaluating teachers’ quality. Much of the research uses…
Comments closedKoh, J. L. H. (2020). Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. British Journal of Educational Technology, 51(6), 2529-2543. https://doi.org/10.1111/bjet.12930 Abstract: “Despite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology‐enhanced learning is still not prevalent. Faculty need to…
Comments closedCox, S. R. (2019). Technology to enhance in-class discussions and student participation at a multi-campus program. Currents in Pharmacy Teaching and Learning, 11(7), 719-722. https://doi.org/10.1016/j.cptl.2019.03.010 Abstract: “The purpose of this paper is to discuss the implementation of a novel approach to using technology in a class taught from a satellite…
Comments closedClausen, J. M., Finsness, E. S., Borthwick, A. C., Graziano, K. J., Carpenter, J. P., & Herring, M. (2019). TPACK leadership diagnostic tool: Adoption and implementation by teacher education leaders. Journal of Digital Learning in Teacher Education, 35(1), 54-72. https://doi.org/10.1080/21532974.2018.1537818 Abstract: “This case study describes how leaders from three teacher…
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