Graban, S. (2022). Technological content knowledge and technological pedagogical knowledge in secondary science teachers: A mixed methods analysis (Publication No. 29994991). [Doctoral dissertation, Duquesne University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/pqdtglobal/docview/2763256389 Abstract: “Teachers in K-12 education are increasingly using technology in their courses. However, teachers may struggle to implement technology…
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Yıldız, Z. (2022). Science teaching self-efficacy beliefs of pre-service teachers: Context of technological pedagogical content knowledge and visual metaphors. Journal of Baltic Science Education, 21(6), 989-1003. http://doi.org/10.33225/jbse/22.21.989 Abstract: “It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary…
Comments closedBwalya, A., & Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2222. https://doi.org/10.29333/ejmste/12845 Abstract: “Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they…
Comments closedSalma, A., & Hernandez, J. (2023). Identifying in-service teachers’ perceptions of developing 21st century skills through science education using TPACK-21 framework. In J. Trumble, S. Asim, J. Ellis, & D. Slykhuis (Eds.), Theoretical and practical teaching strategies for K-12 science education in the digital age (pp. 151-174). IGI Global. https://doi.org/10.4018/978-1-6684-5585-2.ch009…
Comments closedPeligro, V. C. (2022). Technological pedagogical and content knowledge (TPACK) of the pre-service science teachers in Caraga region. International Journal of Research and Innovation in Social Sciences, VI(XII). http://dx.doi.org/10.47772/IJRISS.2022.61241 Abstract: “TPACK is a dynamic and transactional relationship between content, pedagogy, and technology. It is vital for good teaching with technology…
Comments closedKarlsson, G., & Nilsson, P. (2023). Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education. Technology, Pedagogy and Education. Advance online publication. https://doi.org/10.1080/1475939X.2023.2170455 Abstract: “The aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing,…
Comments closedLoseñara, J. M., & Jugar, R. R. (2023). Technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology. Jurnal Pendidikan Biologi Indonesia, 9(1), 1-14. http://dx.doi.org/10.22219/jpbi.v9i1.24070 Abstract: “Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers,…
Comments closedMilner-Bolotin, M. (2015). Technology-enhanced teacher education for [the] 21st century: Challenges and possibilities. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education (pp. 133-153). Springer. http://doi.org/10.1007/978-3-319-02573-5_8 Abstract: “Science, Technology, Engineering, Art and Mathematics (STEAM) education goals have transformed dramatically during the last half of the century. Presently,…
Comments closedBilici, S. C. (2016). An examination of science teachers’ knowledge structures towards technology. International Journal of Environmental and Science Education, 11(5), 571-586. http://www.ijese.net/makale/112.html Abstract: “The purpose of the study was to examine science teachers’ knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was…
Comments closedYeh, Y.-F., Hsu, Y.-S., Wu, H.-K., & Chien, S.-P. (2016). Exploring the structure of TPACK with video-embedded and discipline-focused assessments. Computers & Education, 104, 49-64. https://doi.org/10.1016/j.compedu.2016.10.006 Abstract: “The appropriate selection and implementation of technology in instruction is made possible by teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK that inservice teachers…
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