Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH001
Adem Ekmekci, Anne Papakonstantinou, Richard Parr, Miten Shah
Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.
{"title":"Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching","authors":"Adem Ekmekci, Anne Papakonstantinou, Richard Parr, Miten Shah","doi":"10.4018/978-1-5225-7001-1.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH001","url":null,"abstract":"Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130325944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH014
Mehmet Kokoç, H. Karal
The purpose of the chapter is to examine the effectiveness of a blended teacher professional development program focused TPACK on the TPACK development of primary school teachers. The study describes a blended teacher professional development program in which primary school teachers developed their TPACK. An embedded experimental mixed method design was employed. A total of 12 events were organized including six face-to-face seminars and six online seminars which were performed by field experts within the program. A Facebook group was created to promote sharing and to increase communication and interaction among the participants. Quantitative results indicated that all participants developed their perceived TPACK knowledge and skills with respect to their subject matter and pedagogical approaches. Qualitative results indicated that the participants reflected knowledge, skills, and actions that met the indicators related to TPACK development. The study has significant implications for the understanding of how design and conduct effective blended program.
{"title":"A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs","authors":"Mehmet Kokoç, H. Karal","doi":"10.4018/978-1-5225-7001-1.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH014","url":null,"abstract":"The purpose of the chapter is to examine the effectiveness of a blended teacher professional development program focused TPACK on the TPACK development of primary school teachers. The study describes a blended teacher professional development program in which primary school teachers developed their TPACK. An embedded experimental mixed method design was employed. A total of 12 events were organized including six face-to-face seminars and six online seminars which were performed by field experts within the program. A Facebook group was created to promote sharing and to increase communication and interaction among the participants. Quantitative results indicated that all participants developed their perceived TPACK knowledge and skills with respect to their subject matter and pedagogical approaches. Qualitative results indicated that the participants reflected knowledge, skills, and actions that met the indicators related to TPACK development. The study has significant implications for the understanding of how design and conduct effective blended program.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125145091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH010
Mariel Andrade, C. Coutinho
Researchers have presented several training models for teachers with the goal of developing TPACK. However, it is necessary to investigate how learning theories can help in the elaboration of these models. It is also essential to use a theoretical framework that provides guidance on how to deal with this complexity involved in TPACK and teacher training. This problem motivated the investigation of how a course based on a model that uses the cognitive flexibility theory (CFT), the cognitive operators of complexity and implemented in the flipped classroom can help in the development of the TPACK. The investigation was carried out through a case study. Participants were pre-service teachers at a Brazilian university. Data analysis allowed to identify that the course helped in the development of the TPACK by the teachers and to determine the positive aspects and the difficulties faced in the implementation of the proposed model.
{"title":"Flipped Classroom, Cognitive Flexibility Theory, and Cognitive Operators of Complexity","authors":"Mariel Andrade, C. Coutinho","doi":"10.4018/978-1-5225-7001-1.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH010","url":null,"abstract":"Researchers have presented several training models for teachers with the goal of developing TPACK. However, it is necessary to investigate how learning theories can help in the elaboration of these models. It is also essential to use a theoretical framework that provides guidance on how to deal with this complexity involved in TPACK and teacher training. This problem motivated the investigation of how a course based on a model that uses the cognitive flexibility theory (CFT), the cognitive operators of complexity and implemented in the flipped classroom can help in the development of the TPACK. The investigation was carried out through a case study. Participants were pre-service teachers at a Brazilian university. Data analysis allowed to identify that the course helped in the development of the TPACK by the teachers and to determine the positive aspects and the difficulties faced in the implementation of the proposed model.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129903137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH009
Aleksandra Kaplon-Schilis, I. Lyublinskaya
This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.
{"title":"Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher","authors":"Aleksandra Kaplon-Schilis, I. Lyublinskaya","doi":"10.4018/978-1-5225-7001-1.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH009","url":null,"abstract":"This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130656410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH004
Lesley Wilton, Clare Brett
This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.
{"title":"Beyond Apps in Pre-Service Education","authors":"Lesley Wilton, Clare Brett","doi":"10.4018/978-1-5225-7001-1.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH004","url":null,"abstract":"This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131568240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH007
R. Blankenship
In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.
{"title":"Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency","authors":"R. Blankenship","doi":"10.4018/978-1-5225-7001-1.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH007","url":null,"abstract":"In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133686778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH016
C. Angeli, Andri Christodoulou
The authors discuss the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers' in rich learning experiences in order to develop their technological pedagogical content knowledge (TPCK) in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking into account teachers' diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.
{"title":"Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK","authors":"C. Angeli, Andri Christodoulou","doi":"10.4018/978-1-5225-7001-1.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH016","url":null,"abstract":"The authors discuss the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers' in rich learning experiences in order to develop their technological pedagogical content knowledge (TPCK) in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking into account teachers' diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130229595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH015
Drew Polly
This chapter examines how experiences in a course for elementary education teacher candidates supported their technological pedagogical content knowledge (TPACK). Based on data from teacher candidates and school partners, the author modified course activities and collected data to inform the course. Data analyses indicated that the course refinements positively influenced candidates' development of aspects of TPACK, specifically TPK, PCK, and TPACK. Candidates reported in both iterations of the study that technology was being used in classrooms in ways that did not match what they were learning in courses. Implications include the need to reconcile the divide between research-based instances of technology integration and the actual use of technology in schools in the context of TPACK.
{"title":"Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course","authors":"Drew Polly","doi":"10.4018/978-1-5225-7001-1.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH015","url":null,"abstract":"This chapter examines how experiences in a course for elementary education teacher candidates supported their technological pedagogical content knowledge (TPACK). Based on data from teacher candidates and school partners, the author modified course activities and collected data to inform the course. Data analyses indicated that the course refinements positively influenced candidates' development of aspects of TPACK, specifically TPK, PCK, and TPACK. Candidates reported in both iterations of the study that technology was being used in classrooms in ways that did not match what they were learning in courses. Implications include the need to reconcile the divide between research-based instances of technology integration and the actual use of technology in schools in the context of TPACK.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129291912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH018
A. Wan, Jessica T. Ivy
Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.
{"title":"Adding a New Dimension to Teaching Mathematics Educators","authors":"A. Wan, Jessica T. Ivy","doi":"10.4018/978-1-5225-7001-1.CH018","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH018","url":null,"abstract":"Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129847412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH002
R. Ayieko, Elif N. Gokbel, A. Akçay
Teachers' knowledge for teaching mathematics in secondary school is incomplete without the inclusion of knowledge of technology integration in teaching. Developing technology pedagogical content knowledge (TPACK) of pre-service teachers is essential in teacher preparation programs because PSTs gain knowledge of how to use technology in mathematics teaching before beginning their practice. This study investigates how preservice mathematics teachers' TPACK emerges during the secondary mathematics methods and field-based courses. The instructors supported the growth of PSTs' knowledge for teaching secondary mathematics and integrating technology in the method courses. The evidence of TPACK knowledge included data from lesson plans and lesson reflections, technology presentations, and semi-structured exit interviews through content analysis. Recommendations for policy and practice are elaborated.
{"title":"Building Knowledge for Technology Integration in Learning to Teach Secondary School Mathematics","authors":"R. Ayieko, Elif N. Gokbel, A. Akçay","doi":"10.4018/978-1-5225-7001-1.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH002","url":null,"abstract":"Teachers' knowledge for teaching mathematics in secondary school is incomplete without the inclusion of knowledge of technology integration in teaching. Developing technology pedagogical content knowledge (TPACK) of pre-service teachers is essential in teacher preparation programs because PSTs gain knowledge of how to use technology in mathematics teaching before beginning their practice. This study investigates how preservice mathematics teachers' TPACK emerges during the secondary mathematics methods and field-based courses. The instructors supported the growth of PSTs' knowledge for teaching secondary mathematics and integrating technology in the method courses. The evidence of TPACK knowledge included data from lesson plans and lesson reflections, technology presentations, and semi-structured exit interviews through content analysis. Recommendations for policy and practice are elaborated.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115457702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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