{"id":3974,"date":"2023-03-25T15:48:53","date_gmt":"2023-03-25T19:48:53","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=3974"},"modified":"2023-03-25T15:48:53","modified_gmt":"2023-03-25T19:48:53","slug":"3974","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/3974","title":{"rendered":""},"content":{"rendered":"\n<p>Njiku, J. (2022). Attitude and technological pedagogical and content knowledge: The reciprocal predictors? Journal of Research on Technology in Education. Advance online publication. <a href=\"https:\/\/doi.org\/10.1080\/15391523.2022.2089409\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/15391523.2022.2089409<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;Attitude toward technology integration and TPACK have been found to influence technology integration. However, little research has been dedicated to examining the relationship between them. This paper reports on a study that investigated the relationship between mathematics teachers\u2019 attitudes and TPACK for 125 participants from Dar es Salaam\u2014Tanzania who filled out the attitude and TPACK questionnaires. The Pearson product-moment correlation and standard multiple regression were used for analysis. Attitude and TPACK were seen to have a strong positive correlation. Models involving attitude dimensions and TPACK dimensions were seen to predict TPACK and attitude respectively. Implications from this relationship are provided.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Njiku, J. (2022). Attitude and technological pedagogical and content knowledge: The reciprocal predictors? Journal of Research on Technology in Education. Advance online publication. https:\/\/doi.org\/10.1080\/15391523.2022.2089409 Abstract: &#8220;Attitude toward technology integration and TPACK have been found to influence technology integration. However, little research has been dedicated to examining the relationship between them.&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/3974\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[268,396,499,1189],"coauthors":[2302],"class_list":["post-3974","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-teacher-attitudes","tag-teacher-belief","tag-mathematics-teachers","tag-tanzania","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/3974","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=3974"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/3974\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=3974"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=3974"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=3974"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=3974"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}