Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022). Teaching mathematics with technology: TPACK and effective teaching practices. Education Sciences, 12(2), 133–149. https://doi.org/10.3390/educsci12020133 Abstract:…
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Darkwa, B., & Agyei, D. (2021). Developing technology pedagogical and content knowledge in pre-service accounting teachers with the use of audio-visuals: A Ghanaian perspective. Open Journal of Social Sciences, 9(7), 431-451. https://www.scirp.org/journal/paperinformation.aspx?paperid=110888 Abstract: “The paper focused on how eight pre-service teachers developed their TPACK to integrate audio-visual materials in teaching concepts in…
Comments closedAndoh, N., Asare-Danso, S., Sefenu, J. C., & Adams, A. (2022). Assessment of technological pedagogical content knowledge of senior high school business teachers in the Central Region, Ghana. International Journal of Social Science and Education Research, 2(10), 535-551. https://doi.org/10.55677/ijssers/V02I10Y2022-05 Abstract: “The study explored business teachers’ level of Technological, Pedagogical and…
Comments closedAngeli, C., & Ioannou, I. (2015). Developing secondary education computer science teachers’ technological pedagogical content knowledge. European Journal of Educational Sciences, 2(2), 9–30. doi:10.19044/ejes.v2no2a2 Abstract: “In the study herein the authors adopted the framework of technological pedagogical content knowledge (TPCK) and the approach of technology mapping in order to teach secondary education computer…
Comments closedChen, Y. H., & Jang, S. J. (2018). Exploring the relationship between self-regulation and TPACK of Taiwanese secondary in-service teachers. Journal of Educational Computing Research, 57(4), 978–1002. https://doi.org/10.1177/0735633118769442 Abstract: “Although self-regulation (SR) has been regarded as an important factor of teachers’ learning and professional development, its relationship with teachers’ knowledge for…
Comments closedRedmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707 Abstract: “The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and…
Comments closedRedmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214 Abstract: “Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains…
Comments closedKim, S. (2018). Technological, pedagogical, and content knowledge (TPACK) and beliefs of preservice secondary mathematics teachers: Examining the relationships. Eurasia Journal of Mathematics, Science, and Technology Education, 14(10), 1–24. https://doi.org/10.29333/ejmste/93179 Abstract: “The purpose of this paper is to examine the relationships between preservice secondary mathematics teachers’ beliefs and knowledge regarding teaching mathematics with technology. By…
Comments closedRaper, R. C. (2018). The relationship between secondary teachers’ technological pedagogical content knowledge and technology integration factors (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13422418) Abstract: “Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes…
Comments closedWan, A., & Ivy, J. (2019). Adding a new dimension to teaching mathematics educators. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 390–412). https://doi.org/10.4018/978-1-5225-7001-1.ch018 Abstract: “Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to…
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