Ishartono, N., Halili, S. H. B., & Razak, R. B. A. (2025). Exploring factors affecting the preservice mathematics teachers’ use of digital mathematics learning media during online teaching practice. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2024.2444532 Abstract: “This study investigates factors influencing preservice mathematics teachers’ use of digital mathematics learning…
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Mishne, J. (2012). An investigation of the relationships between technology use and teachers’ self-efficacy, knowledge and experience (Publication No. 3503821) [Doctoral dissertation, Pepperdine University]. ProQuest Dissertations & Theses Global. Abstract: “Dramatic changes have occurred in the area of technology development and society’s use of technology in daily life and the…
Comments closedZhou, X., Padron, Y., & Waxman, H. (2022). Exploring the relationship between professional development experience and skills in educational technology integration among primary EFL teachers. Contemporary Educational Technology, 14(1), Article ep328. https://doi.org/10.30935/cedtech/11365 Abstract: “The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities…
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…
Comments closedFarah, M., Ireson, G., & Richards, R. (2016). A content, pedagogy and technology [CPT] approach to TPACK. Imperial Journal of Interdisciplinary Research, 2(12), 1162-1170. https://irep.ntu.ac.uk/id/eprint/30100/ Abstract: “TPACK is a framework for the learning process in which educators combine Technological, Pedagogical and Content Knowledge to deliver the learning experience. Therefore, TPACK can…
Comments closedBudiwati, N., & Adirestuty, F. (2019). The effect of self-efficacy mediation to the influence between teacher experience and teacher training towards technological pedagogy and content knowledge. The International Journal of Business Review (The Jobs Review), 2(2),121-132. https://doi.org/10.17509/tjr.v2i2.22281 Abstract: “This research was inspired by the rapid development of information and communication technology.…
Comments closedSpyropoulou, N., Pierrakeas, C. J., & Kameas, A. (2019). Experience gained from applying a team-based approach for MOOC development. International Journal of Web-Based Learning and Teaching Technologies, 14(2), 1530. https://doi.org/10.4018/ijwltt.2019040102 Abstract: “Massive open online courses (MOOC) constitute an emerging technology for distance and open education while interest in incorporating them in higher…
Comments closedCleary Tennant, A. E. (2019). Using teachers’ experience with technology to understand their learning and teaching styles (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13897669) Abstract: “Teachers are expected to integrate technology into classrooms to prepare students to acquire 21st century skills and prepare them…
Comments closedLachner, A., Backfish, I., & Sturmer, K. (2019). A test-based approach of modeling and measuring technological pedagogical knowledge. Computers & Education, 142, Article 103645. https://doi.org/10.1016/j.compedu.2019.103645 Abstract: “Teachers’ technological pedagogical knowledge (TPK) is regarded as a critical prerequisite to effectively use technology during teaching across content domains. Previous findings on the…
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