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Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment
11 references·5 citing·44 second hop
Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment (2021)Technology Integration into the Teaching …Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans (2020)Self-reported technological p…Measuring technological pedagogical content knowledge (TPACK) through performance assessment (2018)Measuring technological pedag…TPACK updated to measure pre-service teachers’ twenty-first century skills (2017)TPACK updated to measure pre-…Principles and methods of validity and reliability testing of questionnaires used in social and health science researches (2015)Principles and methods of val…Research Methods in Education (2013)Research Methods in EducationBarriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature (2009)Barriers to the Successful In…Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Technological Pedagogical Con…What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)What Happens When Teachers De…Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge (2005)Preparing teachers to teach s…Doing Research in the Real World (2004)Doing Research in the Real Wo…The Integration of Instructional Technology into Public Education: Promises and Challenges (2002)The Integration of Instructio…Geocircus: A Path to Modern Geography Teaching (2025)Geocircus: A Path to Modern G…Can the map work content knowledge (CK) competence be improved among geography teachers? Empirical evidence from the University of Johannesburg in-service teacher training in Gauteng, South Africa (2025)Can the map work content know…Technology integration through acceptance of e-learning among preservice teachers (2023)Technology integration throug…Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education (2023)Pedagogical competencies in m…Development of E-Module Based on Geospatial Technology to Improve TPACK Competencies of Geography Pre-Service Teacher: A Needs Analysis Review (2023)Development of E-Module Based…Addressing first- and second-order barriers to change: Strategies for technology integration (1999)How people learn (2000)Obstacles to the integration of ICT in education: results from a worldwide educational assessment (2001)Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2016)The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis (2018)Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia (2020)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Cognition and the Culture of Learning (1989)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Teacher Technology Change (2010)What is Technological Pedagogical Content Knowledge (TPACK)? (2013)Field Theory in Social Science (1953)Teachers and Machines: The Classroom Use of Technology since 1920 (1986)The New Industrial State (2007)A generic model for guiding the integration of ICT into teaching and learning (2008)Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants (2009)Mathematics Teacher TPACK Standards and Development Model (2009)National Council of Teachers of Mathematics (1979)National Science Education Standards (1995)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence (2011)Coefficient Alpha and the Internal Structure of Tests (1951)Determination and Quantification Of Content Validity (1986)Making sense of Cronbach's alpha (2011)Number of Response Options, Reliability, Validity, and Potential Bias in the Use of the Likert Scale Education and Social Science Research: A Literature Review (2022)Sample Size Determination in Test-Retest and Cronbach Alpha Reliability Estimates (2022)The bright side of online consumer behavior: Continuance intention for mobile payments (2022)Comparative fit indexes in structural models. (1990)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context (2019)Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST) (2021)A Qualitative Study (2009)Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates (2009)Member Checking (2016)Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)Technological pedagogical content knowledge – a review of the literature (2012)Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study (2021)Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model (2021)Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior (2022)Qualitative Analysis for Social Scientists (1987)International Journal of Business and Social Science (2018)Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide (2020)
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References

  • 2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge12,552 cited
  • 2013Research Methods in Education7,228 cited
  • 2004Doing Research in the Real World3,879 cited
  • 2005What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge1,440 cited
  • 2005Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge1,431 cited
  • 2009Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature1,209 cited
  • 2015Principles and methods of validity and reliability testing of questionnaires used in social and health science researches1,151 cited
  • 2002The Integration of Instructional Technology into Public Education: Promises and Challenges432 cited
  • 2020Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans316 cited
  • 2017TPACK updated to measure pre-service teachers’ twenty-first century skills306 cited
  • 2018Measuring technological pedagogical content knowledge (TPACK) through performance assessment166 cited

Cited by

  • 2023Development of E-Module Based on Geospatial Technology to Improve TPACK Competencies of Geography Pre-Service Teacher: A Needs Analysis Review9 cited
  • 2023Technology integration through acceptance of e-learning among preservice teachers

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8 cited
  • 2023Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education5 cited
  • 2025Geocircus: A Path to Modern Geography Teaching3 cited
  • 2025Can the map work content knowledge (CK) competence be improved among geography teachers? Empirical evidence from the University of Johannesburg in-service teacher training in Gauteng, South Africa2 cited