Mannong, A. B. M., Setiawan, S., & Munir, A. (2023). Infusing TPACK domains in lesson plan: Higher English education teachers’ standpoints, Global Scientific and Academic Research Journal of Education and literature, 1(7), 25-32. https://gsarpublishers.com/wp-content/uploads/2023/12/GSARJEL862023-FT-Gelary-script.pdf Abstract: “This study aimed to explore the knowledge of five English language lecturers regarding the design…
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Donohue, T. H., & Aladé, F. (2024). Early childhood teachers’ reflections on participating in a district-wide one-to-one device program. Early Childhood Research Quarterly, 67, 274–282. https://doi.org/10.1016/j.ecresq.2024.01.006 Abstract: “This qualitative study explored how kindergarten teachers talked about their experiences implementing tablets in their classrooms as part of a district-wide one-to-one device…
Comments closedFauziah, S., Nasrullah, N., & Asrimawati, I. F. (2023). An analysis of technological content knowledge (TCK) of English teachers in vocational high school. Pioneer: Journal of Language and Literature, 15(2), 290-303. https://unars.ac.id/ojs/index.php/pioneer/article/view/3755 Abstract: “Technological Content Knowledge (TCK) is the knowledge of integrating technology into learning materials. The previous research examined TCK…
Comments closedKim, H., Song, J., & Ha, S. (2024). TPACK expression patterns in preservice teachers’ design of innovative physics teaching and learning materials. Journal of Computer Assisted Learning. Portico. https://doi.org/10.1111/jcal.12965 Abstract: “Background: TPACK is a widely used framework for assessing teachers’ competence in integrating technology in education. However, previous studies have…
Comments closedShiu, W. H. C. (2024). Teacher learning in Hong Kong: Primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19. Teachers and Teaching. https://doi.org/10.1080/13540602.2024.2328017 Abstract: “This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case…
Comments closedWindfont, C. M. (2024). Secondary special education teachers’ perception of technology integration and its use in classroom instructions (Publication No. 15375) [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertations/15375 Abstract: “At a mid-size suburban school district located in Texas, secondary special education teachers are not integrating technology routinely…
Comments closedAdnan, M., Tondeur, J., Scherer, R., & Siddiq, F. (2024). Profiling teacher educators: ready to prepare the next generation for educational technology use? Technology, Pedagogy and Education. https://doi.org/10.1080/1475939x.2024.2322481 Abstract: “This study explores ICT profiles of teacher educators to understand personal, pedagogical and organisational factors affecting technology use in teacher education.…
Comments closedCrawford, E. L. (2024). Middle school teachers’ perceptions of using Google Classroom with integrated apps (Publication No. 15356) [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies.https://scholarworks.waldenu.edu/dissertations/15356 Abstract: “The problem addressed through this qualitative study was that middle school teachers in a suburban public school district in the southern United…
Comments closedSimuja, C., & Shikesho, H. (2024). Investigating the experiences of mathematics teacher technology integration in the selected rural primary schools in Namibia. International Journal of Technology-Enhanced Education, 3(1), 1–15. https://doi.org/10.4018/ijtee.340028 Abstract: “This qualitative case study investigated the experiences of 15 purposely selected mathematics teachers’ technology integration in Namibia’s selected rural…
Comments closedYanti, M., Rahayu, D.P., & Rabbani, A. (2024). Analysis of the implementation of science learning based on teachers’ Technological Pedagogical and Content Knowledge (TPACK) capabilities. Journal of Science Education Research, 8(1), 42-55. http://dx.doi.org/10.21831/jser.v8i1.70762 Abstract: “Teachers play a crucial role in facilitating students’ understanding and making science material more accessible. To…
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