Citations (189)
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Tola Bekene Bedada & M.F. Machaba. (2022) The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software. Education Inquiry 0:0, pages 1-24.
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Kristin C. Scott & Kim Nimon. (2021) Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States. Journal of Research on Technology in Education 53:4, pages 427-445.
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Yi Jin & Christi Harp. (2020) Examining preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork in a stand-alone educational technology course using flipped classroom or flipped team-based learning pedagogies. Journal of Digital Learning in Teacher Education 36:3, pages 166-184.
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Punya Mishra. (2019) Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education 35:2, pages 76-78.
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Janet B. Adegbenro & Oludayo O. Olugbara. (2019) Investigating Computer Application Technology Teachers’ Procedural Knowledge and Pedagogical Practices in ICT- Enhanced Classrooms. Africa Education Review 16:1, pages 1-18.
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Jonathan Brinkerhoff. (2006) Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of Research on Technology in Education 39:1, pages 22-43.
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Paula Pedersen, Pat Farrell & Eric McPhee. (2005) Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course. Journal of Geography 104:5, pages 195-202.
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StephenM. Haas & ScottR. Senjo. (2004) Perceptions of effectiveness and the actual use of technology-based methods of instruction: A study of California criminal justice and crime-related faculty. Journal of Criminal Justice Education 15:2, pages 263-285.
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Martha
Poole Simmons & Peter Macchia$suffix/text()$suffix/text(). (2003) Strategies for Modeling Technology Integration. Kappa Delta Pi Record 39:3, pages 136-139.
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Kristin C. Scott, Mitchell Adrian, Jiun-Shiu Chen & Grace C. Su. (2023) Measuring TPACK in 2-Year Public College Faculty. International Journal of Information and Communication Technology Education 19:1, pages 1-20.
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Cansel Kadıoğlu-Akbulut, Ayla Cetin-Dindar, Burçin Acar-Şeşen & Sevda Küçük. (2023) Predicting Preservice Science Teachers’ TPACK through ICT usage. Education and Information Technologies 28:9, pages 11269-11289.
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Bilal ŞİMŞEK. (2023) Türkçe Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi Yeterlilikleri ile Teknoloji Yeterlilikleri Arasındaki İlişkinin İncelenmesiExamining the Relationship Between Technological Pedagogical Content Knowledge and Technological Competencies of Turkish Language Teachers. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 12:2, pages 1142-1160.
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Ezgi Düriye ÇÖREKCİ, Muhammed ÜNAL & Ahmet BORA. (2023) THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-CONFIDENCE AND ATTITUDE TOWARDS TECHNOLOGYOKUL ÖNCESİ ÖĞRETMENLERİNİN TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ ÖZGÜVENİ İLE TEKNOLOJİYE YÖNELİK TUTUMU ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Journal of Advanced Education Studies 5:1, pages 1-20.
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Joseph Njiku. (2023) Assessing the development of mathematics teachers TPACK through an observation rubric. Education and Information Technologies.
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Olivia Wohlfart & Ingo Wagner. (2022) Teachers’ role in digitalizing education: an umbrella review. Educational technology research and development 71:2, pages 339-365.
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Fereshteh Zeynivandnezhad, Nasrin Asgharzadeh & Ramón Emilio Fernández. (2023) A Quantitative Assessment of High School Math Teacher's Technological Pedagogical and Content Knowledge. International Journal for Technology in Mathematics Education 30:1, pages 3-17.
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Ángel Alfonso Jiménez Sierra, Jorge Mario Ortega Iglesias, Julio Cabero-Almenara & Antonio Palacios-Rodríguez. (2023) Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review. Frontiers in Education 8.
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Yi Jin & Denise Schmidt-Crawford. (2022) Preservice teacher cluster memberships in an edtech course: A study of their TPACK development. Computers and Education Open 3, pages 100089.
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Roberto Capone & Mario Lepore. (2021) From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic. Technology, Knowledge and Learning 27:4, pages 1259-1289.
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Mustafa Saritepeci. (2021) Modelling the Effect of TPACK and Computational Thinking on Classroom Management in Technology Enriched Courses. Technology, Knowledge and Learning 27:4, pages 1155-1169.
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