ESL teachers TPACK domains in an online digital tools and flipped classroom course
This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitat...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2021
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6887 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| id |
oai:ir.upsi.edu.my:6887 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Pendidikan Sultan Idris |
| collection |
UPSI Digital Repository |
| language |
eng |
| topic |
LB Theory and practice of education |
| spellingShingle |
LB Theory and practice of education Mohd Faisal Farish Ishak ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| description |
This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitative study utilised phenomenologymethodology to explore in-depth the teachers TPACK development phenomenon. The instruments usedfor the purpose were online discussion post, online quiz, activity plan, digital learningproducts, reflective journals, lesson plans, video recorded lesson and semi-structuredinterview. This study selected 2 in-service English language teachers through purposive sampling.The results showed that the emergence of TPACK domains among teachers could be classified in theform of 4 main categories such as Resided Knowledge, Added Knowledge, Modified Knowledge and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resultingfrom the interaction of teachers with the research instruments showed a phenomenon that could bedescribed through a framework labeled as 'Augmented TPACK'. In conclusion, this studyshowed teachers TPACK could be futher developed through professional development courses byutilising TPACK as the basic framework for the courses offered. This study also suggested a matrix of TPACK Professional Development Course Package. The matrix implicatedonline module design anddevelopment for in-service English language teachers. |
| format |
thesis |
| qualification_name |
|
| qualification_level |
Doctorate |
| author |
Mohd Faisal Farish Ishak |
| author_facet |
Mohd Faisal Farish Ishak |
| author_sort |
Mohd Faisal Farish Ishak |
| title |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_short |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_full |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_fullStr |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_full_unstemmed |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_sort |
esl teachers tpack domains in an online digital tools and flipped classroom course |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Bahasa dan Komunikasi |
| publishDate |
2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=6887 |
| _version_ |
1747833326654193664 |
| spelling |
oai:ir.upsi.edu.my:68872022-03-21 ESL teachers TPACK domains in an online digital tools and flipped classroom course 2021 Mohd Faisal Farish Ishak LB Theory and practice of education This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitative study utilised phenomenologymethodology to explore in-depth the teachers TPACK development phenomenon. The instruments usedfor the purpose were online discussion post, online quiz, activity plan, digital learningproducts, reflective journals, lesson plans, video recorded lesson and semi-structuredinterview. This study selected 2 in-service English language teachers through purposive sampling.The results showed that the emergence of TPACK domains among teachers could be classified in theform of 4 main categories such as Resided Knowledge, Added Knowledge, Modified Knowledge and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resultingfrom the interaction of teachers with the research instruments showed a phenomenon that could bedescribed through a framework labeled as 'Augmented TPACK'. In conclusion, this studyshowed teachers TPACK could be futher developed through professional development courses byutilising TPACK as the basic framework for the courses offered. This study also suggested a matrix of TPACK Professional Development Course Package. The matrix implicatedonline module design anddevelopment for in-service English language teachers. 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=6887 https://ir.upsi.edu.my/detailsg.php?det=6887 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolbs experiential learning cyclefor laboratory education. Journal of Engineering Education, 98(3), 283294.https://doi.org/10.1002/j.2168-9830.2009.tb01025.xAnglin, M. S. (2017). Technology integration by general education teachers of english languagelearners [Walden University]. In ProQuest Dissertations and Theses.https://search.proquest.com/docview/1964910245?accountid=13155Ayiek, B., & Yelken, T. Y. (2018). The effect of flipped classroom model onstudents classroom engagement in teaching english. International Journal of Instruction, 11(2),385398. http://10.0.50.173/iji.2018.11226aBahagian Teknologi Pendidikan. (2018). Bagaimanakah Frog VLE mempertingkatkan pengajaran danpembelajaran? http://btp.moe.gov.my/1bestarinet/vleBaran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge(TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journalof Educational Technology, 32, 4763. https://doi.org/10.14742/ajet.2551Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. TurkishOnline Journal of Distance Education, 16(4), 2837.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1092800 &site=ehost-liveBergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class everyday (1st ed.). ISTE: International Society for Technology in Education.Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. In L. Gansel(Ed.), International Society for Technology in Education. International Society forTechnology in Education.Bibi, S., & Khan, S. H. (2017). TPACK in action: A study of a teacher educatorsthoughts when planning to use ICT. Australasian Journal of Educational Technology, 33(4),7087. https://doi.org/10.14742/ajet.3071Bolden, D. C., Hurt, J. W., & Richardson, M. K. (2017). Implementing Digital Tools to SupportStudent Questioning Abilities: A Collaborative Action Research Report. I.e.: Inquiry in Education, 9(1).http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1171738&site=ehost-liveBrantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the ConstructJust Right?. Journal of Research on Technology in Education, 46(2), 103 128.http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=93264914 &site=ehost-liveBraun, V., & Clarke, V. (2014). Successful qualitative research: A practical guide for beginners.SAGE.Chai, C., Chin, C., Koh, J., & Tan, C. (2013). Exploring Singaporean Chinese language teacherstechnological pedagogical content knowledge and its relationship to teachers pedagogical beliefs.Asian-Pacific Education Researcher, 22(4), 657 666.Ciampa, K., & Gallagher, T. L. (2016). Professional learning to support elementary teachers useof the iPod Touch in the classroom. In J. Murray & W. Kidd (Eds.), Using emergingtechnologies to develop professional learning (pp. 37 57).Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.Creswell, J. (2013). Qualitative inquiry & research design: Choosing among fiveapproaches. SAGE Publications.Curry, K., & Cherner, T. (2016). Social Studies in the Modern Era: A Case Study of EffectiveTeachers Use of Literacy and Technology. The Social Studies, 107(4), 123136.https://doi.org/10.1080/00377996.2016.1146650Datig, I., & Ruswick, C. (2013). Four quick flips. College & Research Libraries News, 74(5), 249.http://libproxy.smu.edu.sg/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=87561904&site=eds-live&scope=siteDe Vaus, D. (2006). Research Design Volume IV. SAGE Publications Ltd.Di Blas, N. (2016). Distributed TPACK What Kind of Teachers Does It Work for? Journal of E-Learning & Knowledge Society, 12(3), 6574.http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=117512481 &site=ehost-liveDurdu, L., & Dag, F. (2017). Pre-Service Teachers TPACK Development and Conceptionsthrough a TPACK-Based Course. Australian Journal of Teacher Education, 42(11), 150171.El Alami, M., Casel, N., & Zampunieris, D. (2008). An architecture for e-learningsystem with computational intelligence. In M.-Y. Chen (Ed.), ArtificialIntelligence Applications in Digital Content (Issue v. 26, 3). Emerald Group Publishing.http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=237298&site=ehost-liveElectronic Resources for Schools. (2014). Report card.Erben, T., Castaeda, M. E., & Ban, R. (2009). Managing Teaching through VirtualLearning Environments Orientation. In Teaching English Language Learners Through Technology. Routledge.http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=234464& site=ehost-liveEtikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1.https://doi.org/10.11648/j.ajtas.20160501.11Fadel, C. (2008). 21st century skills: How can you prepare students for the new Global Economy.http://www.oecd.org/site/educeri21st/40756908.pdfFiliz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth[Ters-yz ?renme: Yanl?? anla??lmalar ve do?rular]. E?itim Bilimleri Ara?t?rmalar?Dergisi, 5(1), 215229. https://doi.org/10.12973/jesr.2015.51.13Flanagan, S., & Shoffner, M. (2013). Teaching with(out) technology: Secondary Englishteachers and classroom technology use. Contemporary Issues in Technology and Teacher Education, 13(3), 242261.https://www.citejournal.org/volume-13/issue-3-13/general/teaching-without-technology-secondary-english-teachers-and-classroom-technology-use/Fullan, M., Langworthy, M., & Barber, M. (2014). A rich seam How New Pedagogies Find Deep Learning. Pearson. http://michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdfGraziano, K. J., & Hall, J. D. (2017). Flipped Instruction with English LanguageLearners at a Newcomer High School. Journal of Online Learning Research, 3(2), 175196.http://ezproxy.lib.uconn.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1151092&site=ehost-liveHarris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) inAction: A Descriptive Study of Secondary Teachers Curriculum- Based, Technology-RelatedInstructional Planning. Journal of Research on Technology in Education, 43(3), 211229.http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=59157636 &site=ehost-liveHarsma, E. (2018). A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction [Northcentral University]. In ProQuest Dissertations and Theses.https://search.proquest.com/docview/2016816328?accountid=13155Harvil, H. R. (2018). Teacher Perceptions on the Use of Technology with EnglishLanguage Learners [Liberty University]. In ProQuest Dissertations and Theses.https://search.proquest.com/docview/2056608597?accountid=13155Honey, S. (2018). Graphics Calculators in the Primary Classroom: Student-TeachersBeliefs and the TPACK Framework. International Journal for Technology in Mathematics Education,25(3), 316. http://10.0.6.28/tme_v25.3.01Huang, Z. (2018). Theoretical Analysis of TPACK Knowledge Structure ofMathematics Teachers Based on T-TPACK Mode. Educational Sciences: Theory & Practice, 18(5),20442053. http://10.0.49.194/estp.2018.5.103Hutchison, A. C., & Woodward, L. (2014). An Examination of How a Teachers Use of Digital Tools Empowers and Constrains Language Arts Instruction. Computers in the Schools, 31(4), 316338.http://10.0.4.56/07380569.2014.967629Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobiletechnology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449473.https://doi.org/10.1007/s40692-015-0043-0Joo, Y. J., Park, S., & Lim, E. (2018). Factors Influencing Preservice TeachersIntention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model. Journalof Educational Technology & Society, 21(3), 48 59.http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=130867673 &site=ehost-liveKartal, T., Kartal, B., & Uluay, G. (2016). Technological Pedagogical Content KnowledgeSelf Assessment Scale (TPACKSAS) for Pre-Service Teachers: Development, Validity and Reliability. ?RETMEN ADAYLARI ??N TEKNOLOJ?K PEDAGOJ?K ALAN B?LG?S? Z DE?ERLEND?RME LE??(TPAB-D): GEL??T?R?LMES?, GEERL?K VE GVEN?RL?K ALI?MALARI, 7(23), 136.http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=117002768 &site=ehost-liveKementerian Pendidikan Malaysia. (1992). Kurikulum Baru Sekolah Rendah Buku Panduan KhasBahasa Inggeris Tahun Tiga (pp. 1138). Dewan Bahasa dan Pustaka.Kementerian Pendidikan Malaysia. (2003). Huraian Sukatan Pelajaran Kurikulum BersepaduSekolah Menengah (Curriculum Specifications) Tingkatan 4 Bahasa Inggeris.Kementerian Pendidikan Malaysia. (2004). The Malaysian Smart School a flagship of the multimediasuper corridor. Kementerian Pendidikan Malaysia.Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Sekolah Menengah Bahasa InggerisTingkatan 1. Kementerian Pendidikan Malaysia.Kincheloe, J., McLaren, P., & Steinberg, S. (2011). Critical Pedagogy, and Qualitative Research:Moving to Bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), TheSage Handbook of Qualitative Research (4th ed.). SAGE Publications Inc.Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educationaltechnology? Journal of Educational Computing ResearchEnvironmental Science andTechnology, 32(2), 131152. https://doi.org/10.1021/acs.est.6b04302Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 6070.https://doi.org/10.1016/j.compedu.2010.07.009Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). TheTechnological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators. ICTIItegrated Teacher Education: A Resource Book, October 2014, 27.https://doi.org/10.1177/0268355513505508Koh, J., Chai, C., & Tsai, C.-C. (2013). A Review of Technological Pedagogical ContentKnowledge. Journal of Educational Technology & Society, 16(2), 31.https://doi.org/10.1111/j.1365-2729.2010.00372.xKoh, J. H. L. (2013). A rubric for assessing teachers lesson activities with respect to TPACK formeaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887900.http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=93999185 &site=ehost-liveKoh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H. Y. (2015). TechnologicalPedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to SupportICT Lesson Design for 21st Century Learning. Asia- Pacific Education Researcher, 24(3), 535543.https://doi.org/10.1007/s40299-015-0237-2Kompar, F. (2018). Mile Deep Digital tools. Teacher Librarian, 45(3), 6669.http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=128027187 &site=ehost-liveKvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of flippedclassroom in ESL teaching. International Journal of Emerging Technologies in Learning, 11(3),7173. https://doi.org/10.3991/ijet.v11i03.5309Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts- Based, and Community-Based Participatory Research Approaches. The Guildford Press.Lindl, J. (2017). Evaluating EdTech: A Strategy for Selecting Digital Tools. Education Digest,83(1), 4449.http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=124671795 &site=ehost-liveLong, T., Logan, J., & Waugh, M. (2016). Students Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom. TechTrends: LinkingResearch & Practice to Improve Learning, 60(3), 245252. http://10.0.3.239/s11528-016-0045-4M. Cardullo, V., I. Zygouris-Coe, V. Vicky;, & S. Wilson, N. (2015). The Benefitsand Challenges of Mobile and Ubiquitious Technology in Education. In J. Keengwe (Ed.),Promoting Active Learning Through the Integration of Mobile and Ubiquitious Technologies (pp.123). IGI Global.Maier, P., & Warren, A. (2000). Integr@ting technology in learning & teaching. Kogan Page.Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning designs using flippedclassroom instruction. Canadian Journal of Learning and Technology, 41(2), 126.https://doi.org/10.21432/T2PG7PMcBride, C. (2015). Flipping Advice for Beginners: What I Learned Flipping UndergraduateMathematics and Statistics Classes. PRIMUS, 25(8), 694712.https://doi.org/10.1080/10511970.2015.1031300Mehring, J. (2015). Original papers a new pedagogy for the Japanese EFL Classroom : Instructionalredesign with flipped learning. PeerSpectives, 14.Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools, 33(1), 110.http://10.0.4.56/07380569.2016.1139912Merriam, S. (2009). Qualitative research: A guide to design and implementation.JOSSEY-BASS.Milman, N. B. (2014). The Flipped Classroom Strategy. Distance Learning, 11(4), 9 11.http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=100558697 &site=ehost-liveMinistry of Education Malaysia. (2013). Malaysia education blueprint 2013-2025 (preschoolto post-secondary education). Kementerian Pendidikan Malaysia.Mocanu (Dedu), E. M., & Deaconu, A. (2017). THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY(ICT) AS A TEACHING METHOD IN VOCATIONAL EDUCATION AND TRAINING IN TOURISM. ActaDidactica Napocensia, 10(3), 1934.http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=126760683 &site=ehost-liveMok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information SystemsEducation, 25(1), 711. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=99018389&site=ehost-liveMoran, C., & Young, C. A. (2014). Active learning in the flipped English language arts classroom.In J. Keengwe, Jared; Onchwari, Grace; N.Oigara (Ed.), Promoting active learning through theflipped classroom model. (pp. 163184).https://doi.org/10.4018/978-1-4666-4987-3.ch009Mouza, C. (2011). Promoting urban teachers understanding of technology, content,and pedagogy in the context of case development. Journal of Research on Technology inEducation, 44(1), 129. https://doi.org/10.1080/15391523.2011.10782577Newman, G., Kim, J.-H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The Perceived Effects ofFlipped Teaching on Knowledge Acquisition Background and Literature Review. The Journal ofEffective Teaching, 16(161), 5271.Newman, W. L. (2000). Social research methods: qualitative and quantitative approaches(5th ed.). Allyn & Bacon.Ng, W. (2015). New digital technology in education: Conceptualizing professional learning for educators. In New Digital Technology in Education: Conceptualizing Professional Learning for Educators (pp. 1226).https://doi.org/10.1007/978-3-319-05822-1Nicholson, D. T. (2018). Enhancing Student Engagement through Online Portfolio Assessment. Practitioner Research in Higher Education, 11(1), 1531.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1180130 &site=ehost-liveNiess, M. (2017). Looking to the Future in Transforming Inservice Teachers TPACK thorugh OnlineContinued Learning. In Technological Pedagogical Content Knowledge (TPACK) Framework forK-12 Teacher Preparation: Emerging Research and Opportunities (pp. 132150). IGI Global.Paneru, D. (2018). Information Communication Technologies in Teaching English as a ForeignLanguage: Analysing EFL Teachers TPACK in Czech Elementary Schools. In Center for Educational Policy Studies Journal (Vol. 8). https://doi.org/10.26529/cepsj.499Park, E. K., & Hargis, J. (2018). New Perspective on TPACK Framework in the Context of Early Childhood Education: The A Stands for Affective. International Journalfor the Scholarship of Teaching & Learning, 12(2), 19. http://10.0.79.205/ijsotl.2018.120217Park, Y. (2015). Understanding synchronous computer-mediated classroom discussion through cultural-historical activity theory. Turkish Online Journal of Educational Technology,14(2), 219228.Patahuddin, S. M., Lowrie, T., & Dalgarno, B. (2016). Analysing Mathematics TeachersTPACK Through Observation of Practice. Asia-Pacific Education Researcher, 25(56), 863872.https://doi.org/10.1007/s40299-016-0305-2Paulson, L., Paulson, P., & Meyer, C. (1991). What Makes a Portfolio a Portfolio?Educational Leadership, 48(5), 6063.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ421352&site=ehost-livePiotrowski, A., & Witte, S. (2016). Flipped Learning and TPACK Construction inEnglish Education. International Journal of Technology in Teaching & Learning,12(1), 3346. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=116996181&site=ehost-livePortnov-Neeman, Y., & Barak, M. (2013). Exploring Students Perceptions about Learning inSchool: An Activity Theory Based Study. Journal of Education and Learning, 2(3), 925.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1077159 &site=ehost-liveProsser, J. (2011). Visual Methodology Toward a More Seeing Research. In N. K. Denzin &Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (4th ed.). SAGE Publications Inc.Qutoshi, S. B. (2018). Phenomenology: A Philosophy and Method of Inquiry. Journal of Education and Educational Development, 5(1), 215222.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1180603 &site=ehost-liveRichards, J., & Cotterall, S. (2016). Exploring Creativity in Language Teaching. In R.H. Jones & J. C. Richards (Eds.), Creativity in Language Teaching: Perspectives from Research and Practice (1st ed., pp. 97113). Routledge/Taylor &Francis Group.Rust, J. (2017). Pedagogy Meets Digital Media: A Tangle of Teachers, Strategies, and Tactics.Contemporary Issues in Technology & Teacher Education, 17(2), 168 193.Sabado, K. X. (2018). Exploring Teachers Perspective of Technology Pedagogy: Implicationsfor Practice [Walden University]. In ProQuest Dissertations and Theses.https://search.proquest.com/docview/2040502520?accountid=13155Saldaa, J. (2009). The Coding Manual for Qualitative Researchers. SAGEPublications Ltd.Sellars, M. (2014). Reflective practice for teachers (J. Clark (ed.)). SAGE.Sharma, B. L. (2009). Technology of Teacher Training. ABD Publishers.Shinas, V. H., Yilmaz-Ozden, S., Mouza, M., Karchmer-Klein, R., & Glutting, J. J. (2013). Examiningdomains of technological pedagogical content knowledge using factor analysis. Journal of Researchon Technology in Education, 45(4), 339360. https://doi.org/10.1080/15391523.2013.10782609Sickle, J. Van. (2016). Discrepancies between Student Perception and Achievement of LearningOutcomes in a Flipped Classroom. Journal of the Scholarship ofTeaching and Learning, 16(2), 29. https://doi.org/10.14434/josotl.v16i2.19216Stockwell, G. (2012). Computer-assisted language learning: Diversity in research andpractice (1st ed.). Cambridge University Press.Sulaiman, S., Sulaiman, T., & Rahim, S. S. A. (2017). Teachers Perceptions of the Standard-BasedEnglish Language Curriculum in Malaysian Primary Schools. International Journal of Instruction,10(3), 195208. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1151109&site=ehost-liveThohir, M. A. (2018). Designing Optical Spreadsheets-Technological Pedagogical ContentKnowledge Simulation (S-Tpack): A Case Study of Pre-Service Teachers Course. TurkishOnline Journal of Educational Technology, 17(1), 2436.Tokmak, H. S. (2013). Changing preschool teacher candidates perceptions about technologyintegration in a TPACK-based material design course. Education as Change, 17(1), 115129.https://doi.org/10.1080/16823206.2013.773927Turgut, Y. (2017). A Comparison of Pre-Service, In-Service and Formation Program for TeachersPerceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching(ELT). Educational Research and Reviews, 12(22), 10911106.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1161397 &site=ehost-liveWilkinson, D., & Birmingham, P. (2003). Using Research Instruments: A guide for researchers.RoutledgeFalmer.Willis, J. W. (2008). Qualitative research methods in education and educationaltechnology. Information Age Publishing Inc.Wright, T. (2006). Managing Classroom Life. In S. Gieve & I. Miller (Eds.),Understanding the language classroom.Wu, Y., & Wang, A. Y. (2015). Technological, Pedagogical, and Content Knowledge in TeachingEnglish as a Foreign Language: Representation of Primary Teachers of English in Taiwan. TheAsia - Pacific Education Researcher, 24(3), 525533.https://doi.org/http://dx.doi.org/10.1007/s40299-015-0240-7Xiaobin, L., Wei, Z., Huiwen, Z., & Lijun, J. (2014). Chinese EFL Teachers Applicationof E-Educology of Foreign Languages: An Investigation Based on TPACK Framework. Teaching English with Technology, 14(1), 4775.http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1143477 &site=ehost-liveYildiz, A., & Kirikilar, R. (2018). Technological Pedagogical Content Knowledge ( TPACK ) Craft :Utilization Of The TPACK When Designing The Geogebra. Acta Didactica Napocensia, 11(1), 101116.https://doi.org/10.24193/adn.11.1.8Yin, R. K. (2014). Case study research: design and methods (5th ed.). SagePublications Inc.Y?ld?z, T. (2017). A comparison of pre-service, in-service and formation program forteachers perceptions of technological pedagogical content knowledge (TPACK) in English languageteaching (ELT). Educational Research and Reviews, 12(22), 10911106.https://doi.org/10.5897/ERR2017.3311Young, J. R., Young, J. L., & Hamilton, C. (2013). The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses onPreservice Teacher TPACK. Journal of Research on Technology in Education ISSNOnline) Journal Journal of Research on Technology in Education, 46(2), 149172.https://doi.org/10.1080/15391523.2013.10782617Zack, D. H. (2017). Professional Learning Sessions to Support Teachers Incorporating Technology to Update Their Lessons and Assessments [University of Delaware]. In ProQuestDissertations and Theses. https://search.proquest.com/docview/2023492675?accountid=13155Zoch, M., Myers, J., & Myers, J. (2016). Teachers Engagement With New Literacies: Support for Implementing Technology in the English/Language Arts Classroom. Contemporary Issues inTechnology and Teacher Education, 17(1),2552. https://www.learntechlib.org/p/151010/ |