Nieves Licwinko, K. (2024). Technology integration among special education certified co-teachers in the inclusion classroom. Journal of Special Education Technology. https://doi.org/10.1177/01626434241227170 Abstract: “This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the…
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Ratih, I., Setyosari, P., Sa’dijah, C., & Praherdhiono, H. (2024). Technological Pedagogical Content Knowledge of preservice elementary teachers: Relationship to self-regulation and technology integration self-efficacy. European Journal of Educational Research, 12(1), 159–170. https://doi.org/10.12973/eu-jer.13.1.159 Abstract: “Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship…
Comments closedAit Ali, D., Khabbache, H., Senhaji, F., Ouazizi, K., El Alami, L., Luigi Bragazzi, N., & Chirico, F. (2024). A multi-centric investigation of technology integration in health professions education: The importance of educators’ Technological Pedagogical and Content Knowledge. E-Learning and Digital Media. https://doi.org/10.1177/20427530241239405 Abstract: “The widespread acknowledgment of Information and…
Comments closedQadikolaei, A. M., Marzban, A., Alamdari, E. F. (2024). Investigating the level of TPACK among Iranian EFL teachers in relation to their educational background and teaching experience. Journal of Applied Linguistics Studies, 3(2), 1-17. https://sanad.iau.ir/Journal/jals/Article/999776 Abstract: “This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge…
Comments closedMannong, A. B. M., Setiawan, S., & Munir, A. (2023). Infusing TPACK domains in lesson plan: Higher English education teachers’ standpoints, Global Scientific and Academic Research Journal of Education and literature, 1(7), 25-32. https://gsarpublishers.com/wp-content/uploads/2023/12/GSARJEL862023-FT-Gelary-script.pdf Abstract: “This study aimed to explore the knowledge of five English language lecturers regarding the design…
Comments closedMusthofa, B., Nyoman, I., Setyosari, P., & Sulthoni, S. (2024). Indonesian teachers’ acceptance on online teaching technology during the COVID-19 pandemic. European Journal of Educational Research, 13(2), 497–509. https://doi.org/10.12973/eu-jer.13.2.497 Abstract: “This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating conditions on teacher…
Comments closedWong, L.-H., Chai, C. S., Zhang, X., & King, R. B. (2015). Employing the TPACK framework for researcher-teacher co-design of a mobile-assisted seamless language learning environment. IEEE Transactions on Learning Technologies, 8(1), 31–42. https://doi.org/10.1109/tlt.2014.2354038 Abstract: “Integrating technologies into teaching and learning poses a significant challenge for many teachers who lack…
Comments closedNjiiri, G. G., Oigara, P., & Mobisa, J. (2024). Teacher-related factors impacting integration of information and communication technology in teaching in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. International Research Journal of Social Science Education and Humanities, 6(1). https://www.irjp.org/index.php/IRJSEH/article/view/240 Abstract: “One of the issues society faces in the…
Comments closedGreene, M., Cheng, S.-L., & Jones, M. (2023). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction, 16(4), 385–404. https://doi.org/10.29333/iji.2023.16423a Abstract: “Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based…
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