Nguyen, N., Williams, J., & Nguyen, T. (2012). The use of ICT in teaching tertiary physics: Technology and pedagogy. Asia-Pacific Forum on Science Learning and Teaching, 13(2). https://www.eduhk.hk/apfslt/ Abstract: “In the light of the education reform driven by Vietnam’s government, information communication technologies (ICTs) are becoming integrated into education, while…
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Kafyulilo, A., Fisser, P., & Voogt, J. (2014). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 19(2), 1–18. http://doi.org/10.1007/s10639-014-9321-0 Abstract: “This study investigated the impact of teacher design teams as a professional development…
Comments closedYeh, Y.-F., Hwang, F.-K., & Hsu, Y.-S. (2015). Applying TPACK-P to a teacher education program. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 71–88). Springer. Abstract: “We propose a teacher community called the learning module design team (LMDT) in which preservice teachers, in-service teachers, and science education researchers’…
Comments closedPatel, Y., Slykhuis, D., & Wayne, T. (2015). Secondary science (physics). In M. Hofer, L. Bell, & G. Bull (Eds.), Practitioner’s guide to technology pedagogy and content knowledge (TPACK): Rich media cases of teacher knowledge (pp. 5-1-5-14). Association for the Advancement of Computing in Education (AACE). Abstract: None
Comments closedChang, Y., Jang, S., & Chen, Y. (2015). Assessing university students’ perceptions of their physics instructors’ TPACK development in two contexts. British Journal of Educational Technology, 46(6), 1236-1249. http://doi.org/10.1111/bjet.12192 Abstract: “Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students’ perceptions of their teachers’…
Comments closedNavarro, L. (2017). Technology integration using outcome based education approach in teaching introductory physics. PEOPLE: International Journal of Social Sciences, 3(2), 1102–1116. doi:10.20319/pijss.2017.32.11021116 Abstract: “The study was focused on determining the effectiveness of an approach in education which is outcome-based and integrated technology in teaching introductory physics among second year BSIT/BSCS students…
Comments closedRamma, Y., Bholoa, A., Watts, M., & Nadal, P. S. (2018). Teaching and learning physics using technology: Making a case for the affective domain. Education Inquiry, 9(2), 210–236. doi:10.1080/20004508.2017.1343606 Abstract: “Even though its importance is underscored in many research pursuits, attention to the affective domain in learning is often neglected at the expense…
Comments closedMilner-Bolotin, M. (2018). Promoting reflective physics teaching through the use of collaborative learning annotation system. Physics Teacher, 56(5), 313–316. https://doi.org/10.1119/1.5033879 Abstract: “Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning…
Comments closedMasrifah, M., Setiawan, A., Sinaga, P., & Setiawan, W. (2018). Profile of senior high school in-service physics teachers’ technological pedagogical and content knowledge (TPACK). Journal of Physics: Conference series, 1097, 1–6. https://doi.org/10.1088/1742-6596/1097/1/012025 Abstract: “This research is aimed to find out TPACK of high school in-service Physics teachers in North Maluku by using TPACK…
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