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AutorenKhine, Myint Swe; Ali, Nagla; Afari, Ernest
TitelExploring Relationships among TPACK Constructs and ICT Achievement among Trainee Teachers
QuelleIn: Education and Information Technologies, 22 (2017) 4, S.1605-1621 (17 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1360-2357
DOI10.1007/s10639-016-9507-8
SchlagwörterInformation Technology; Pedagogical Content Knowledge; Technology Uses in Education; Foreign Countries; Preservice Teachers; Preservice Teacher Education; Academic Achievement; United Arab Emirates
AbstractTeaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach--teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students' achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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