Kramarski, B. & Michalsky, T. (). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447. https://doi.org/10.1016/j.learninstruc.2009.05.003 Abstract: “The present study investigated effects of two hypermedia environments on 95 preservice university teachers’ self-regulated learning (SRL) in the context of technological pedagogical…
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Kramarski, B., & Michalsky, T. (2009). Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15(5), 465-485. https://doi.org/10.1080/13803610903444550 Abstract: “Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based…
Comments closedKohen, Z., & Kramarski, B. (2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38(1), 1-8. https://doi.org/10.1016/j.stueduc.2012.03.001 Abstract: “The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers’ integration of self-regulated learning (SRL) considerations while infusing technology into a…
Comments closedTantrarungroj, P., & Suwannatthachote, P. (2013). Enhancing pre-service teacher’s self-efficacy and technological pedagogical content knowledge in designing digital media with self-regulated learning instructional support in online project-based learning. Creative Education, 3(8), 77-81. http://doi.org/10.4236/ce.2012.38B017 Abstract: ”This study investigated pre-service teachers’ self-efficacy in designing digital media and their techno- logical pedagogical content…
Comments closedKramarski, 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 closedAngeli, C., Valanides, N., Mavroudi, A., Christodoulou, A., & Georgiou, K. (2014). Introducing e-TPCK: An adaptive e-learning technology for the development of teachers’ technological pedagogical content knowledge. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 305-317). Springer. https://doi.org/10.1007/978-1-4899-8080-9_16 Abstract: “In this chapter, the authors discuss the…
Comments closedHuang, L. (2021). Developing technological pedagogical content knowledge in technology-rich learning environments: The affordances of self-regulated learning theory (Publication No. 29043235) [Doctoral dissertation, McGill University]. ProQuest Dissertations & Theses Global. Abstract: “Teachers need to acquire technological pedagogical content knowledge (TPACK), professional knowledge that is needed for the effective use of…
Comments closedHuang, L., Doleck, T., Chen, B. Huang, X., Tan, C., Lajoie, S. P. & Wang, M. (2023). Multimodal learning analytics for assessing teachers’ self-regulated learning in planning technology-integrated lessons in a computer-based environment. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11804-7 Abstract: “Teachers’ self-regulated learning (SRL) plays a crucial role…
Comments closedYurniwati, & Utomo, E. (2022). The synthesis of qualitative evidence-based learning by design model to improve TPACK of prospective mathematics teacher. Journal of Physics: Conference Series, 2157, Article 012044. https://doi.org/10.1088/1742-6596/2157/1/012044 Abstract: “Teachers in the 21st century are required to have the ability to integrate technology for content knowledge and teaching…
Comments closedHuang, X., Huang, L. & Lajoie, S.P. (2022). Exploring teachers’ emotional experience in a TPACK development task. Educational Technology Research and Development, 70(4), 1283–1303. https://doi.org/10.1007/s11423-022-10135-7 Abstract: “Teacher emotions could make a difference to the development of technological pedagogical content knowledge (TPACK), a complicated knowledge essential for effective teaching with technology. Both experienced and novice teachers reported having experienced a series…
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