Zaman, K. ul, & Anwar, T. (2024). Investigating science teachers’ technology integration in classrooms: A case study of a private higher secondary school in Karachi, Pakistan. Education and Information Technologies, 29(3), 13663–13682. https://doi.org/10.1007/s10639-023-12393-1 Abstract: “The use of technology in all fields of education has expanded, and investigating the level of…
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Bunuan, A. M. A., Gayadang, D. C., & Cajucom, E. L. (2024). TPACK competence and attitudes towards technology integration in chemistry education. Psychology and Education, 19(4), 413–422. https://scimatic.org/show_manuscript/2846 Abstract: “The COVID-19 pandemic necessitated a shift towards technology-driven education, prompting an examination of teachers’ Technological Pedagogical Content Knowledge (TPACK) competence and…
Comments closedAli, S., and Hernandez, J. (2023). Identifying in-service teachers’ perceptions of developing 21st century skills through science education using TPACK-21 framework. In J. Trumble, S. Assim, J. Ellis, and D. Slykhuis (Eds.), Theoretical and practical teaching strategies for K-12 science education in the digital age (pp. 154-171). IGI Global. https://doi.org/10.4018/978-1-6684-5585-2.ch009…
Comments closedDamrongpanit, S., Chamrat, S., & Manokarn, M. (2023). The development of skills and awareness in integrating content, teaching methods, and technology in the learning management for teachers in the education sandbox, Thailand. International Journal of Advanced And Applied Sciences, 10(11), 202–212. https://doi.org/10.21833/ijaas.2023.11.025 Abstract: “This research aims to develop science teachers…
Comments closedColao, J. (2023). Technological Pedagogical Content Knowledge of Public Secondary Science Teachers in the New Normal Education. Psychology and Education: A Multidisciplinary Journal, 14(2), 110-133. https://doi.org/10.5281/zenodo.8393301 Abstract: “This study focuses in determining the TPCK of Public Secondary Science teachers in the new normal education using the TPCK framework. Through quantitative research…
Comments closedUçar, M. B. (2024). Exploring in-service science teachers’ proficiency levels and nature of interactions among components of technological pedagogical and content knowledge-practical (Publication No. 108296) [Doctoral dissertation, Middle East Technical University]. OpenMETU. https://hdl.handle.net/11511/108296 Abstract: “This study aimed to explore the proficiency levels and the nature of interplays among Technological Pedagogical…
Comments closedNkundabakura, P., Nsengimana, T., Uwamariya, E., Nyirahabimana, P., Nkurunziza, J. B., Mukamwambali, C., Dushimimana, J. C., Batamuliza, J., Byukusenge, C., & Iyauremeye, A. (2024). Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda. Discover Education, 3, Article…
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…
Comments closedČipková, E., Karolčík, Š., Fuchs, M., & Vaněková, H. (2024). Slovak science teachers’ TPACK and their attitudes toward educational technologies. Journal of Science Teacher Education. Advance online publication. https://doi.org/10.1080/1046560X.2024.2323779 Abstract: “Enormous scientific and technological development has brought the requirement of appropriate implementation of technologies into the educational process. The use of educational technologies is determined by…
Comments closedSynychych, M. (2024). Integrating technology and access to digital literacy in secondary education in British education. In M. T. Tatto (Ed.), Empowering teachers for equitable and sustainable education (pp. 109 – 129). Taylor & Francis. https://doi.org/10.4324/9781032699295-7 Abstract: “This action research study was conducted in British Columbia and employed an embedded…
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