Sahin, I., Celik, I., Akturk, A. O., & Aydin, M. (2013). Analysis of relationships between technological pedagogical content knowledge and educational internet use. Journal of Digital Learning in Teacher Education, 29(4), 110–117. https://doi.org/10.1080/21532974.2013.10784714 Abstract: “This study analyzes the relationships between preservice teachers’ technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs…
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Kramarski, B., & Michalsky, T. (2014). Effect of a TPACK-SRL model on teachers’ pedagogical beliefs, self-efficacy, and technology-based lesson design. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 89-112). Springer. https://doi.org/10.1007/978-1-4899-8080-9_5 Abstract: “The study examined whether enabling preservice science teachers to use the TPCK-SRL model for…
Comments closedSaudelli, M. G. & Ciampa, K. (2014). Exploring the role of TPACK and teacher self-efficacy: An ethnographic case study of three iPad language arts classes. Technology, Pedagogy, and Education, 25(2), 227-247. https://doi.org/10.1080/1475939X.2014.979865 Abstract: “This ethnographic research study investigated three elementary teachers’ perceived self-efficacy beliefs and their attitudes toward mobile technology-enhanced…
Comments closedŞad, S.N., Açikgül, K., & Delican, K. (2015). Senior preservice teachers’ senses of self-efficacy on their technological pedagogical content knowledge (TPACK). Journal of Theoretical Educational Science, 8(2), 204-235. https://doi.org/10.5578/keg.9480 Abstract: “This research investigates the preservice teachers’ senses of efficacy about their technological pedagogical content knowledge (TPACK) in terms of some…
Comments closedBlonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 22, 697-724. https://dx.doi.org/10.1007/s10639-015-9384-6 Abstract: “The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two…
Comments closedMillen, R. A. (2015). Closing the gap between technological and best practice innovations: Teachers’ perceived technological pedagogical content knowledge and self-efficacy towards differentiated instruction (Publication No. 3704505) [Doctoral dissertation, Johnson & Wales University. ProQuest Dissertations and Theses Global. Abstract: “Shifting from an industrial model of education to a model that…
Comments closedAquino, A. B. (2015). Self-efficacy on technological, pedagogical and content knowledge (TPACK) of biological science pre-service teachers. Asian Pacific Journal of Multidisciplinary Research, 3(4.3), 150-157. http://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.3.20.pdf Abstract: “The teachers are the focal figure in education and play vital roles in learning. These roles have served as key point in designing…
Comments closedDegar, K. S. (2023). Online professional development’s effect on teachers’ technology self-efficacy and continuance intention to use Pear Deck (Publication No. 30309940) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. Abstract: “Districts and schools are spending millions of dollars on technology, training, and professional development each year;…
Comments closedMangundu, J. (2023). STEM preservice teachers’ e-readiness for online multimodal teaching methods usage in Pietermaritzburg, South Africa: Analysis through the adapted TPACK framework. African Journal of Research in Mathematics, Science and Technology Education. Advance online publication. https://doi.org/10.1080/18117295.2023.2232667 Abstract: “Education institutions globally, are increasingly driven to integrate innovative technologies in teaching…
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