Ngobe, A. (2023). Challenges in the adoption of information and communication technology at selected schools in the Mpumalanga Province. [Doctoral dissertation, University of South Africa]. UNISA Institutional Repository. https://hdl.handle.net/10500/30199 Abstract: “Education is considered a weapon to fight poverty in developing nations including African nations. South Africa, Mpumalanga is not left…
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Demircioglu Diren, D. & Horzum, M. B. (2022). Artificial intelligence based adaptive learning model for distance learning readiness. In D. Ifenthaler & S. Seufert (Eds.), Artificial intelligence education in the context of work (pp. 139–154). Springer. https://doi.org/10.1007/978-3-031-14489-9_8 Abstract: “In learning models that require the use of technology, such as distance…
Comments closedGuo, Y., Li, Y., & Li, M. (2016). Are K–12 teachers ready for technology-enhanced teaching and learning? A study on teachers’ TPACK level in a provincial city in China. In E. L. Brown, A. Krasteva, & M. Ranieri (Eds.), E-Learning and social media: Education and citizenship for the digital 21st…
Comments closedOrtiz Colón, A. M., Izquierdo Rus, T., Rodríguez Moreno, J., & Agreda Montoro, M. (2023). TPACK model as a framework for in-service teacher training. Contemporary Educational Technology, 15(3), Article ep439. https://doi.org/10.30935/cedtech/13279 Abstract: “Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with…
Comments closedAli, D. A., El Meniari, A., Saidi, M., & Khabbache, H. (2023). Exploring the TPACK of prospective nursing educators: A national study. Teaching and Learning in Nursing. Advance online publication. https://doi.org/10.1016/j.teln.2023.03.016 Abstract: “The purpose of this study is to measure the self-reported Technological Pedagogical Content Knowledge (TPACK) of 82 prospective…
Comments closedFayda-Kinik, F. S. (2022). The digital teacher: The TPACK framework for teacher training. In A. Afonso, L. Morgado, & L. Roque (Eds.), Impact of digital transformation in teacher training models (pp. 31-53). IGI Global. https://doi.org/10.4018/978-1-7998-9538-1.ch002 Abstract: “The requirements of Education 4.0 and the unprecedented impacts of COVID-19 on education have…
Comments closedKamisli, M. U., & Akinlar, A. (2022). Emergency distance education experiences of EFL instructors and students during the COVID-19 pandemic. Adult Learning. Advance online publication. https://doi.org/10.1177/10451595221094075 Abstract: “This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners…
Comments closedKhine, M. S. (2015). New directions in technological pedagogical content knowledge: Multiple perspectives. Information Age. Abstract: “In the past decades wide-ranging research on effective integration of technology in instruction [has] been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and…
Comments closedMaderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2015). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326–351. https://doi.org/10.1177/0735633115620432 Abstract: “This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large South-west public university.…
Comments closedLehtinen, A., Nieminen, P., & Viiri, J. (2016). Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education, 16(2). Retrieved from http://www.citejournal.org/volume-16/issue-2-16/science/preservice-teachers-tpack-beliefs-and-attitudes-toward-simulations/ Abstract: “This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers’ (n =…
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