Im, R., Thy, S., Iwayama, T., & Osa, M. (2024). Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework. Journal of Science and Education, 4(2), 97-108. https://doi.org/10.12691/education-12-3-4 Abstract: “This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service…
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Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education Journal, 2013(1), 93-110. Abstract: “The TPACK framework is the complex interplay between the three forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK) that faculty need to have to be…
Comments closedKoh, J. & Chai, C. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. https://doi.org/10.1016/j.compedu.2013.08.017 Abstract: “While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the…
Comments closedAgyei, D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education & Information Technologies, 19(1), 155-171. http://doi.org/10.1007/s10639-012-9204-1 Abstract: “This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based…
Comments closedSusanto, R. (2021). The construction of a quick TPACK evaluation tool and comparison of an integrative and transformational model. COUNS-ED: The International Journal of Counseling and Education, 6(2), 44-54. https://doi.org/10.23916/0020210635020 Abstract: “It is well recognized that the model of Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent…
Comments closedKim, K., & Kwon, K. (2023). Exploring the AI competencies of elementary school teachers in South Korea. Computers and Education: Artificial Intelligence, 4(2023), Article 100137. https://doi.org/10.1016/j.caeai.2023.100137 Abstract: “Although the importance of K–12 artificial intelligence (AI) education grows, the lack of teacher readiness hinders the integration of AI in schools. To…
Comments closedBrianza, E., Schmid, M., Tondeur, J., & Petko, D. (2023). The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11801-w Abstract: “COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on…
Comments closedAlhonkoski, M., Veermans, M., Artukka, K., & Salminen, L. (2022). The perspectives of healthcare teachers on their technological pedagogical content knowledge of three-dimensional technology: A mixed methods study. CIN: Computers, Informatics, Nursing, 40(11), 743-753. https://doi.org/10.1097/CIN.0000000000000876 Abstract: “In the future, healthcare teachers will need to have evidence-based teaching strategies. Moreover, three-dimensional…
Comments closedAli, Z., Azam, R., & Saba, F. (2023). Technological pedagogical and content knowledge of pre-service elementary school teachers in Karachi, Pakistan: A quantitative study. Journal of Social Sciences Review, 3(1), 678-688. https://ojs.jssr.org.pk/index.php/jssr/article/view/212 Abstract: “This study examined how aspiring educators describe technological pedagogical content knowledge, how its components relate to one…
Comments closedvon Kotzebue, L. (2022). Beliefs, self-reported or performance-assessed TPACK: What can predict the quality of technology-enhance biology lesson plans? Journal of Science Education and Technology, 31, 570-582. https://doi.org/10.1007/s10956-022-09974-z Abstract: “Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee high-quality teaching.…
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