Arkani, H. (2023). On the relationship between Iranian ESP teachers’ technological pedagogical content knowledge and their reflective teaching in online classrooms. Journal of Research in Techno-based Language Education, 3(2), 19-34. https://doi.org/10.22034/jrtle.2023.392871.1042 Abstract: “This study was done to investigate the relationship between technological pedagogical content knowledge and reflective teaching of Iranian…
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Alyaeesh, M. M. (2022). Saudi pre-service teachers’ beliefs and practices regarding digital technology in early years education: A qualitative case study (Publication No. 29994255) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations & Theses Global. Abstract: “This study investigated Saudi pre-service teachers’ beliefs and practices regarding digital technology in early…
Comments closedAli, S. S., & Hawk, N. A. (2023). Examining cultural background as context and in-service teachers’ perception of TPACK: A mixed-method study. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11939-7 Abstract: “To provide a diverse perspective of in-service teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected…
Comments closedMadsen, S. S., O’Connor, J., Janeš, A., Klančar, A., Brito, R., Demeshkant, N., Konca, A. S., Krasin, S., Saure, H. I., Gjesdal, B., Ludgate, S., Jwaifell, M., Almuhtadi, R., & Thorvaldsen, S. (2023). International perspectives on the dynamics of pre-service early childhood teachers’ digital competences. Education Sciences, 13(7), Article 633.…
Comments closedGerhard, K., Jäger-Biela, D.J. & König, J. (2023). Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: Understanding the link between teacher education program characteristics and student teacher learning outcomes in times of digitalization. Zeitschrift für Erziehungswissenschaft. Advance online publication. https://doi.org/10.1007/s11618-023-01162-y Abstract: “Despite the need to foster…
Comments closedKuo, Y.-C., & Kuo, Y.-T. (2024). An exploratory study of pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games. Research and Practice in Technology Enhanced Learning, 19, Article 8. https://doi.org/10.58459/rptel.2024.19008 Abstract: “This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation…
Comments closedPlantado, J. C. (2023). Usage of classroom technology and the technological pedagogical content knowledge (TPACK) of mathematics teachers. Southeast Asian Mathematics Education Journal, 13(1). https://journal.qitepinmath.org/index.php/seamej/article/view/175 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today’s digital era. This study, using…
Comments closedAprilia, T., Mustadi, A., & Ardiansyah, A. R. (2023). Analysis of the content validity of the elementary teacher belief instrument on TPACK and its use in distance learning.Indonesian Journal of Instructional Media and Model, 5(1). http://journal.univetbantara.ac.id/index.php/ijimm/article/view/3754 Abstract: “Teachers are required to have adequate technological, pedagogical, and content knowledge (TPACK) in…
Comments closedRexford, J. M. (2022). TPACK: Pre-service teacher and university faculty understanding and teaching of technology pedagogy at the university level (Publication No. 29395124) [Doctoral dissertation, Southeastern Louisiana University]. ProQuest Dissertations & Theses Global. Abstract: “With the rapidly changing landscape of technology in our society today, the question of how to…
Comments closedPothin, D. (2021). Teachers’ perceptions and practices of the use of technology to promote language development in bilingual students (Publication No. 29422664) [Doctoral dissertation, University of London, King’s College]. ProQuest Dissertations & Theses Global. Abstract: “This research-based thesis (RBT) investigates teachers’ perceptions and practices of the use of technology to…
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