Zobrazeno 1 - 10
of 1 846
pro vyhledávání: '"Technological pedagogical"'
Publikováno v:
Computers and Education Open, Vol 7, Iss , Pp 100236- (2024)
This special issue of Computers and Education Open focuses on the dynamic relationship between teacher knowledge for technology integration and contextual factors. It examines how contexts and contextual knowledge influence the development, applicati
Externí odkaz:
https://doaj.org/article/fc8eb22c2c4940b39ad5253bb53c7b89
Publikováno v:
Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, Vol 43, Iss 3 (2024)
Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interes
Externí odkaz:
https://doaj.org/article/b7f9484b56de4a58bb507473056629d3
Autor:
Shaheen Shayeb, Wajeeh Daher
Publikováno v:
European Journal of Investigation in Health, Psychology and Education, Vol 14, Iss 9, Pp 2445-2462 (2024)
Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their t
Externí odkaz:
https://doaj.org/article/489745d3024d4d71a730e1e188b11f15
Autor:
Mark Winston Visonà, Şebnem Kurt
Publikováno v:
Educational Technology & Society, Vol 27, Iss 3, Pp 204-217 (2024)
Existing studies investigating the integration of technology using the framework of technological pedagogical content knowledge (TPACK) have frequently relied on self-reported data analyzed through qualitative or quantitative methods focusing on TPAC
Externí odkaz:
https://doaj.org/article/3c2acf6ef3ae41478a28282b5b903d85
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433
Externí odkaz:
https://doaj.org/article/498d361e9f4647fbb8315a695c47ee6e
Autor:
Timo Kosiol, Stefan Ufer
Publikováno v:
Computers and Education Open, Vol 7, Iss , Pp 100205- (2024)
Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports c
Externí odkaz:
https://doaj.org/article/35aca442667c4230ae95ebdf735f6bf0
Publikováno v:
Computers and Education Open, Vol 7, Iss , Pp 100200- (2024)
Designing effective interventions that foster (pre-service) teachers' knowledge to teach with technologies is paramount in education research. Researchers have prominently relied on the TPACK-model as theoretical foundation to design such interventio
Externí odkaz:
https://doaj.org/article/09f962fb8a1d46fdb34784b023dfe515
Enhancing Students’ Research Skills Through AI Tools and Teacher Competencies: A Mixed-Methods Study
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 20, Iss 3 (2024)
This mixed-methods study examines the relationship between the integration of the AI-driven educational platform BrainPOP, teacher digital competencies, and the development of students’ research skills in elementary and secondary education in Tehra
Externí odkaz:
https://doaj.org/article/afc88a36800a4de29e7b3bd127678040
Autor:
Sevim Sevgi, Feyzullah Orman
Publikováno v:
Anadolu Üniversitesi Eğitim Fakültesi dergisi, Vol 8, Iss 1, Pp 276-294 (2024)
Bu araştırma temel eğitimden ortaöğretime kadar olan süreçte matematik dersi yürüten öğretmenlerin Teknolojik Pedagojik Alan Bilgisi (TPAB) algılarını bütüncül bir yaklaşımla incelemek amacıyla yapılmıştır. Öğretmenlerin TPA
Externí odkaz:
https://doaj.org/article/abc218bca12441fba190ea7d51ba00d1