Results 61 to 70 of about 12,528 (175)

From Competency to Agency: Teachers' Views of the Purposes of AI Education

Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026.
ABSTRACT Background As artificial intelligence (AI) becomes an increasingly prominent societal and educational phenomenon, teachers are required to determine not only how but also why students are educated about it in the classroom. Understanding teachers' thinking about the purposes of AI education is crucial, as they guide day‐to‐day choices about ...
Janne Fagerlund, Pekka Mertala, Jukka Lehtoranta, Emilia Mattila, Laura Salo, Tiina Korhonen   +5 more
wiley   +1 more source

Evaluation of TPACK Competencies Based on Gender, Education and Years in Teaching of Mathematics Lecturers in Indonesia

Tarbawi, 2023
This study evaluates the ability of mathematics lecturers in Indonesian universities to use TPACK (Technological Pedagogical Content Knowledge). It uses a Sequential Explanatory research method that integrates quantitative and qualitative approaches ...
Nana Sepriyanti, Sasmi Nelwati, Fatimah Zahrah, Musthofa Musthofa, Nasikhin Nasikhin   +4 more
doaj   +1 more source

The Impact of ChatGPT on Higher Education: A Systematic Review of Global Opportunities, Perceptions, and Challenges

Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026.
ABSTRACT Background The advent of artificial intelligence (AI) has fundamentally changed how education is delivered and how students perform. Since its launch, ChatGPT, a popular generative AI tool, has generated mixed reactions. Objectives This research systematically reviews the opportunities, perceptions, and challenges of using ChatGPT among ...
Olukayode Emmanuel Apata, Oi‐Man Kwok, Segun Timothy Ajose   +2 more
wiley   +1 more source

Investigating TPACK as professional knowledge for Australian literacy teachers

, 2019
The evolving nature of literacy necessitates new bodies of professional knowledge that equip literacy teachers for effective teaching in the digital age.
Tan, Lynde (R17979), Lynde Tan, Jinnat Ali, Ali, Jinnat (R16296)   +3 more
core   +1 more source

Generative Artificial Intelligence in education: Models, Frameworks and the proposal for a new vertical K‐12 Digital Curriculum

The Curriculum Journal, Volume 37, Issue 3, Page 808-831, September 2026.
Abstract This contribution critically analyses the main international educational frameworks for teachers' digital competence, highlighting both critical issues and potential in relation to their professional development and the need to update school curricula.
Daniela Marzano, Roberto Maniglio, Antonella Senese, Guglielmina Diolaiuti   +3 more
wiley   +1 more source

TPACK Technological Pedagogical Content Knowledge [PDF]

, 2023
Buku TPACK ini disajikan dalam 2 bentuk yaitu ebook dan buku cetak. Buku ini memiliki pengetahuan yang sangat luas terkait pengetahuan pedagogi, pengetahuan teknologi pembelajaran, dan pengetahuan terkait pengetahuan content.
Oktamarsetyani, Wahyu, Wahyuningtyas, Riska Septia   +1 more
core   +1 more source

Investigating the Current Status, Influence Factors, and Challenges for Blended Teaching Readiness of Pre‐Service Teachers in China's Teacher Preparation Programs

Future in Educational Research, Volume 4, Issue 3, Page 315-326, September 2026.
ABSTRACT Blended teaching has become the new normal in modern education. Enhancing pre‐service teachers' readiness for blended teaching is crucial for adapting to the digital transformation of education and advancing instructional reform. However, pre‐service teachers' readiness for blended teaching has rarely been explored.
Yanli Wang, Kaixiang Tian, Xiaoqian Ding, Lingyun Jin, Qingtang Liu   +4 more
wiley   +1 more source

TPACK: exploring a secondary pre-service teachers' context

, 2013
Twenty-first century teacher educators need to design learning experiences integrating technology for transformative learning. Bringing together the power of deep content knowledge, pedagogical knowledge and technological knowledge in an integrated ...
Lock, Jennifer, Redmond, Petrea
core   +1 more source

A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education

British Journal of Educational Technology, Volume 57, Issue 5, Page 1299-1319, September 2026.
Abstract Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support ...
Steven J. Howard, Kate Lewis, Natalie Day, Lois Peach, Lisa K. Kervin   +4 more
wiley   +1 more source

SELFIEforTEACHERS: Validation of a Tool Supporting Teachers' Self‐Reflection on Their Digital Competence

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Supporting teachers to build their digital competence remains key to educational systems for responding to the continuous implications that new technologies entail. SELFIEforTEACHERS was designed to support teachers across Europe in reflecting on and improving their digital competence.
Anastasia Economou, Gabrielė Stupurienė, Mart Laanpere, Stefania Bocconi, Margarida Lucas   +4 more
wiley   +1 more source