Ireri, B. N., Wario, R. D., & Mwingirwa, I. M. (2019). Choosing and adapting a mobile learning model for teacher education. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 204–220). https://doi.org/10.4018/978-1-5225-7918-2.ch009 Abstract: “Teachers and instructors end up choosing any instructional design and tools for luck of guiding frameworks especially when integrating teaching…
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Hong, B. V., Tuyen, T., & Luong, N. T. (2018). Teaching capacity of technology teachers: Applying in the training program of technology teacher in Vietnam. American Journal of Educational Research, 6(12), 1662–1667. doi:10.12691/education-6-12-11 Abstract: “Teaching capacity, learning outcomes, and the training program of technology teacher in this study aim to guide the…
Comments closedSwiger, S. L. (2020). Technology use and integration by six sheltered instruction trained teachers [Doctoral dissertation, The University of Akron]. OhioLINK. http://rave.ohiolink.edu/etdc/view?acc_num=akron158928744067648 Abstract: “This dissertation studied a selection of sheltered-instruction trained teachers’ use of digital technology to teach content and language with native English speakers and English learners (ELs). This study used the…
Comments closedOktamarsetyani, W., & Paidi (2019). The analysis ability of technological content knowledge (TCK) of biology education’s students in Universitas Ahmad Dahlan in preparation of learning plan. Jurnal Bioedukatika, 7(2), 107–144. http://doi.org/10.26555/bioedukatika.v7i2.12327 Abstract: “Technological Content Knowledge is the student’s (prospective biology teachers) knowledge in determining certain technologies that will be used in the learning process. This knowledge is important for prospective teachers because it can help students in understanding the material that has been conveyed. The…
Comments closedFerranti, C., & De Rossi, M. (2020). The use of video narration to develop soft skills in initial teacher training. Italian Journal of Educational Technology, 28(2), 168-182. https://doi.org/10.17471/2499-4324/1162 Abstract: “The narrative dimension allows us to understand reality and to organize knowledge in a hermeneutical and open way. It is also able…
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 closedBernardes, T. S., & de Andrade Neto, A. S. (2020). Technological pedagogical content knowledge (TPACK) in pre-service and in-service chemistry teacher training: A systematic literature review. Revista Novas Tecnologias na Educação, 18(2), 611-620. https://doi.org/10.22456/1679-1916.110304 Abstract: “To guide the integration of Information and Communication Technologies (ICT) in the classroom, the …
Comments closedAktaş, İ., Özmen, H. Investigating the impact of TPACK development course on pre-service science teachers’ performances. Asia Pacific Education Review, 21, 667–682. https://doi.org/10.1007/s12564-020-09653-x Abstract: “The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC)…
Comments closedRodriguez Moreno, J., Agreda Montoro, M., & Ortiz Colon, A. M. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability, 11(7), 1870. https://doi.org/10.3390/su11071870 Abstract: “The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis…
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