Otrel-Cass, K., Khoo, E., & Cowie, B. (2012). Scaffolding with and through videos: An example of ICT-TPACK. Contemporary Issues in Technology and Teacher Education, 12(4), 369-390. http://www.editlib.org/p/40416 Abstract: “In New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and…
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Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022 Abstract: “In school-based environments, teachers need to consider contextual factors such as the availability of technology and school…
Comments closedFakhriyah, F., Masfuah, S., Hilyana, F., & Mamat, N. (2022). Analysis of technological pedagogical content knowledge (TPACK) ability based on science literacy for pre-service primary school teachers in learning science concepts. Jurnal Pendidikan IPA Indonesia, 11(3), 399-411. https://doi.org/10.15294/jpii.v11i3.37305 Abstract: “This study intends to describe and investigate the ability profile of Technological…
Comments closedMemon, M. (2015). An investigation of primary school teachers’ ‘technological Pedagogical content knowledge’ in district Matiari, Sindh [Unpublished master’s thesis]. Aga Khan University, Karachi, Pakistan. Abstract: “This work purported to investigate the ‘technological pedagogical and content knowledge’ of public and private primary school teachers in district Matiari, Sindh. Quantitative data were gathered…
Comments closedYelken, T. Y., Konokman, G. Y., & Sancar Tokmak, H. (2015). A survey study characterizing Turkish prospective primary school teachers’ TPACK competencies. In M. S. Khine (Ed.), New directions in technological pedagogical content knowledge: Multiple perspectives (pp. 339-356). Information Age. Abstract: None
Comments closedHandal, B., Campbell, C., Cavanagh, M., & Petocz, P. (2016). Characterising the perceived value of mathematics educational apps in preservice teachers. Mathematics Education Research Journal, 28(1), 199-221. doi: 10.1007/s13394-015-0160-0 Abstract: “This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps).…
Comments closedMutluoglu, A., & Erdogan, A. (2016). Examining primary mathematics teachers’ technological pedagogical content knowledge (TPACK) levels according to their preferred teaching styles. International Journal of Society Researches, 6(10), 102-126. https://dergipark.org.tr/en/pub/opus/issue/22701/242324 Abstract: “The purpose of this study is based on the preferences of elementary mathematics teachers’ teaching style to examine the…
Comments closedMartínez Buendía, J. (2016). La educación para los medios integración del e-book enriquecido en educación primaria (Doctoral dissertation). Retrieved from https://digitum.um.es/xmlui/handle/10201/51503 Abstract: “Media Education: Integration of Enriched e-book in Primary Education” has as main objective to incorporate the enriched e-book (e-book EC) in an integrative model of Media Education in sixth year of…
Comments closedGill, L., & Dalgarno, B. (2017). A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme. Technology, Pedagogy, and Education, 26(4), 439-456. https://eric.ed.gov/?id=EJ1153458 Abstract: “This article reports on a qualitative case study which examined the development of six Australian pre-service teachers’ Technological…
Comments closedSintema, E. J. (2017). Pre-service primary teachers’ TPACK profiles and attitudes toward integration of ICT in mathematics teaching (Master’s thesis, University of Valladolid, Castile and Leon, Spain). Abstract retrieved from http://uvadoc.uva.es/handle/10324/23187 Abstract: “Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the…
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