Alabassi, D. (2018). The design and application of a digital storytelling process model to enhance teachers’ understanding of TPACK and foster positive attitudes toward teaching with technologies. International Journal of Technology Enhanced Learning, 10(4), 309–328. https://doi.org/10.1504/IJTEL.2018.095142 Abstract: “The study seeks to investigate teachers’ perceptions of the process of creating digital stories using a…
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Tachie, S. A. (2019). Challenges and opportunities regarding usage of computers in the teaching and learning of mathematics. South African Journal of Education, 39(2), 1-10. https://doi.org/10.15700/saje.v39ns2a1690 Abstract: “Many studies have identified the fact that most mathematics teachers experience challenges in using technology in their teaching, and learners also find it difficult to…
Comments closedJoubert, J., Callaghan, R., & Engelbrecht, J. (2020). Lesson study in a blended approach to support isolated teachers in teaching with technology. ZDM-Mathematics Education, 52, 907–925. https://doi.org/10.1007/s11858-020-01161-x Abstract: “Lesson study (LS) is a form of professional development, with a strong foundation in mathematics education, based on teachers collaborating to design lessons. This collaboration,…
Comments closedHuang, L., & Lajoie, S. P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers & Education, 166(104169). https://doi.org/10.1016/j.compedu.2021.104169 Abstract: “Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge…
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