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Review on teaching and learning of computational thinking through programming: What is next for K-12?

Computers in human behavior, 2014-12, Vol.41, p.51-61

2014

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Design Thinking for Education: Conceptions and Applications in Teaching and Learning

2015 edition., 2015

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Assessing multidimensional students’ perceptions of twenty-first-century learning practices

Asia Pacific Education Review, 2015, 16(3), , pp.389-398

2015

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Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

British journal of educational technology, 2020-11, Vol.51 (6), p.2529-2543

Koh, Joyce Hwee Ling

2020

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TPACK design scaffolds for supporting teacher pedagogical change

Educational technology research and development, 2019-06, Vol.67 (3), p.577-595

Koh, Joyce Hwee Ling

2019

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TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK)

Computers and education, 2014-09, Vol.78, p.20-29

2014

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Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

Journal of educational computing research, 2019-04, Vol.57 (2), p.360-384

2019

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A survey to examine teachers' perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK)

Asia-Pacific journal of teacher education, 2015-10, Vol.43 (5), p.378-391

2015

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A Review of Technological Pedagogical Content Knowledge

Educational technology & society, 2013-04, Vol.16 (2), p.31-51

2013

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Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)

Computers and education, 2011-08, Vol.57 (1), p.1184-1193

2011

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Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems

British journal of educational technology, 2022-05, Vol.53 (3), p.687-705

2022

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Perceptions of Learning Management System Quality, Satisfaction, and Usage: Differences among Students of the Arts

Australasian Journal of Educational Technology, 2020-01, Vol.36 (3), p.26-40

2020

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A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government

International Journal of Educational Technology in Higher Education, 2023-12, Vol.20 (1), p.13-13, Article 13

2023

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Online teaching dexterity-implications for post-pandemic higher education online teaching competencies

Innovations in education and teaching international, 2023-12, p.1-14

2023

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Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes

International Journal of Educational Technology in Higher Education, 2022-12, Vol.19 (1), p.56-56, Article 56

2022

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Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)

Educational technology & society, 2010-10, Vol.13 (4), p.63-73

2010

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Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK

Sustainability, 2023-07, Vol.15 (13), p.10190

2023

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Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach

Instructional science, 2013-07, Vol.41 (4), p.793-809

2013

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Being and becoming beginning military leaders: Implications for leadership learning

Military psychology, 2023-03, Vol.35 (2), p.142-156

2023

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Articulating Teachers’ Creation of Technological Pedagogical Mathematical Knowledge (TPMK) for Supporting Mathematical Inquiry with Authentic Problems

International journal of science and mathematics education, 2019-08, Vol.17 (6), p.1195-1212

Koh, Joyce Hwee Ling

2019

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Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review

Educational Sciences: Theory & Practice, 2019-10, Vol.19 (4), p.14-33

2019

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Pedagogical approaches for ICT integration into primary school English and mathematics : a Singapore case study

Australasian Journal of Educational Technology, 2012-01, Vol.28 (4), p.740-754

2012

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Teaching and Learning the Arts in Higher Education with Technology: Vignettes from Practice

1st ed. 2021., 2021

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University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis

Computers and education. Artificial intelligence, 2024-06, Vol.6, p.100243, Article 100243

2024

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Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning

The Asia-Pacific education researcher, 2015-09, Vol.24 (3), p.535-543

2015

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Review on teaching and learning of computational thinking through programming: What is next for K-12?

Design Thinking for Education: Conceptions and Applications in Teaching and Learning

Assessing multidimensional students’ perceptions of twenty-first-century learning practices

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

TPACK design scaffolds for supporting teacher pedagogical change

TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK)

Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

A survey to examine teachers' perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK)

A Review of Technological Pedagogical Content Knowledge

Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)

Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems

Perceptions of Learning Management System Quality, Satisfaction, and Usage: Differences among Students of the Arts

A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government

Online teaching dexterity-implications for post-pandemic higher education online teaching competencies

Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes

Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)

Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK

Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach

Being and becoming beginning military leaders: Implications for leadership learning

Articulating Teachers’ Creation of Technological Pedagogical Mathematical Knowledge (TPMK) for Supporting Mathematical Inquiry with Authentic Problems

Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review

Pedagogical approaches for ICT integration into primary school English and mathematics : a Singapore case study

Teaching and Learning the Arts in Higher Education with Technology: Vignettes from Practice

University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis

Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning

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