Patalinghug, J. T., & Arnado, A. A. (2022). Primary mathematics school teachers’ technological, pedagogical and content knowledge and learners’ achievement. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2526-2536. https://doi.org/10.11594/ijmaber.03.12.06 Abstract: “The goal of this study is to determine the level of primary mathematics school teacher’s Technological Pedagogical and Content…
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Yelken, 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 closedRoig-Vila, R., Mengual-Andres, S., & Quinto-Medrano, P. (2016). Primary teachers’ technological, pedagogical, content knowledge. Comunicar, 45(23), 151-159. http://doi.org/10.3916/C45-2015-16 Abstract: “The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the…
Comments closedPolly, D., Martin, C., Wang, C., Lambert, R. G., Pugalee, D. K., & Middleton, C. W. (2016). The influence of professional development on primary teachers’ TPACK and use of formative assessment. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital…
Comments closedCampbell, R. C. (2016). Primary teachers’ perspectives on iPad integration: Barriers, challenges, and successes (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/dissertations/3024/ Abstract: “Despite the rapid expansion of mobile technologies in K-12 schools, recent research has shown that many teachers are ill prepared to take advantage of these new tools. This study was designed to address…
Comments closedHallikainen, C. (2017). Pre-service primary teachers’ technological pedagogical knowledge analysis of pre-service teachers’ lesson plans [Master’s thesis, University of Eastern Finland]. http://epublications.uef.fi/pub/urn_nbn_fi_uef-20170905/urn_nbn_fi_uef-20170905.pdf Abstract: “The march of technology creates new learning goals and challenges teachers to improve their technological skills. Teacher education’s task is to prepare pre-service teachers to confront these challenges and guide…
Comments closedFelix, A., Condy, J., & Chigona, A. (2018). Using technology to enhance pedagogies in rural geography primary classroom in the twenty-first century. Africa Education Review, 15(3), 130-145. https://doi.org/10.1080/18146627.2017.1323556 Abstract: “The purpose of this research was to explore how two rural primary teachers used technology to enhance their pedagogical and content knowledge of…
Comments closedSintema, E. J. (2018). Evolution of pre-service primary teachers’ TPACK-math profiles. Journal of Global Research in Education and Social Science, 11(4), 166–175. https://www.ikprress.org/index.php/JOGRESS/article/view/2057 Abstract: “In this digital era with a rapid evolution of technology, it is a must for teachers and pre-service teachers to have information and skills necessary for the use of…
Comments closedLong, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2020). Exploring Chinese in-service primary teachers’ technological pedagogical content knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 42(2), 350-370. https://doi.org/10.1080/02188791.2020.1812514 Abstract: “This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools…
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