Relevant bibliographies by topics / Knowledge of technological pedagogical content (TPACK)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Knowledge of technological pedagogical content (TPACK)'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Knowledge of technological pedagogical content (TPACK)"

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Ratnaya, I. Gede, Hunaepi Hunaepi, Ketut Sri Kusuma Wardani, and Sukiastini Sukiastini. "Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 12, no. 1 (2024): 210. http://dx.doi.org/10.33394/j-ps.v12i1.10561.

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This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK,
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Puspitasari, Dwiyanti, Elya Umi Hanik, Reza Nidaul Innayah, Hema Rizkyana Firdaus, Emilia Safitri, and Maurin Pratiwi. "Integrasi Pendekatan Dalam Melaksanakan Pembelajaran Era Digital di Sekolah Indonesia Kuala Lumpur (SKIL)." BASICA: Journal of Arts and Science in Primary Education 2, no. 1 (2022): 54–66. http://dx.doi.org/10.37680/basica.v2i1.963.

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ABSTRAK
 Era digital saat ini juga berpengaruh dalam dunia pendidikan. Karakteristik siswa sudah banyak yang dekat dengan teknologi serta dilihat dari kemampuan pihak sekolah dalam menfasilitasi teknologi agar pendidik dan sekolah mengintegrasikan pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini mempunyai maksud tujuan untuk mendeskripsikan Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) Sekolah Dasar SIKL untuk melaksanakan pendiidkan era digital. Adapun metode atau cara yang diterap
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Hanik, Elya Umi, Dwiyanti Puspitasari, Emilia Safitri, Hema Rizkyana Firdaus, Maurin Pratiwi, and Reza Nidaul Inayah. "Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowledge) Guru Sekolah Dasar SIKL dalam Melaksanakan Pembelajaran Era Digital." JEID: Journal of Educational Integration and Development 2, no. 1 (2022): 15–27. http://dx.doi.org/10.55868/jeid.v2i1.97.

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Era digital saat ini juga berpengaruh dalam dunia pendidikan. Karakteristik siswa sudah banyak yang dekat dengan teknologi serta dilihat dari kemampuan pihak sekolah dalam menfasilitasi teknologi agar pendidik dan sekolah mengintegrasikan pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini mempunyai maksud tujuan untuk mendeskripsikan Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) Sekolah Dasar SIKL untuk melaksanakan pendiidkan era digital. Adapun metode atau cara yang diterapkan peneliti t
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Schmidt, Denise A., Evrim Baran, Ann D. Thompson, Punya Mishra, Matthew J. Koehler, and Tae S. Shin. "Technological Pedagogical Content Knowledge (TPACK)." Journal of Research on Technology in Education 42, no. 2 (2009): 123–49. http://dx.doi.org/10.1080/15391523.2009.10782544.

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Jessie, N. Galindo. "Technological Pedagogical and Content Knowledge (TPACK) Assessment of Basic Education Teachers in St. Paul University Surigao." Cognizance Journal of Multidisciplinary Studies (CJMS) 3, no. 6 (2023): 368–78. https://doi.org/10.47760/cognizance.2023.v03i06.023.

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<strong>This study determined the level of teachers&rsquo; readiness in technology, content, pedagogy, and knowledge using the TPACK framework. This study employed the quantitative approach using the standard questionnaire developed by Koehler &amp; Mishra (2008). The participants were the 67 teachers of St. Paul University Surigao Basic Education Department employed during academic year 2018-2019. In analyzing the data, the Chi-Square Statistics&nbsp;<em>(X<sup>2</sup>)</em>&nbsp;was used to determine the significant association of TPCK and profile variables. Results showed that there is a si
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Sofwan, Muhammad, Mohd Faiz Mohd Yaakob, and Akhmad Habibi. "Technological, pedagogical, and content knowledge for technology integration: a systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 212–22. https://doi.org/10.11591/ijere.v13i1.26643.

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Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains&rsquo; inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting
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Septiyanti, Mitha, Rita Inderawati, and Machdalena Vianty. "TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PERCEPTION OF ENGLISH EDUCATION STUDENTS." English Review: Journal of English Education 8, no. 2 (2020): 1. http://dx.doi.org/10.25134/erjee.v8i2.2114.

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Abstract: Technological Pedagogical and Content Knowledge, abbreviated as TPCK or TPACK, is the interdependent, situated knowledge needed to integrate the use of digital tools and resources effectively in curriculum-based teaching. This study aims to find out the TPACK perception of English Education students at Lampung University, the way the students obtain TPACK in learning, and the role of lecturers in assisting the students to obtain TPACK in learning. By applying a mixed method, questionnaire and interview were used to gather the data. 225 English Education undergraduate students in acad
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HERMANSAH, IRWAN, IMAN NASRULLOH, and ARI KARTINI. "MODEL TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE DALAM PEMBELAJARAN: SEBUAH KAJIAN LITERATUR." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 4, no. 2 (2024): 105–16. http://dx.doi.org/10.51878/science.v4i2.3037.

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This study examines a framework that can be used and developed into a technology-based learning model. The development of TPACK is getting faster so it is believed to be able to help educators and students in carrying out learning. This research includes literature review research through reviewing articles that have been published in journals and proceedings. The results of the research show that 1) TPACK has been developed into several models, namely TPCK-W (Technological Pedagogical Content Knowledge-Web); evolution of the instructional system design model (ISD); ICT-TPCK; the SQD (Synthesi
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HERMANSAH, IRWAN, IMAN NASRULLOH, and ARI KARTINI. "MODEL TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE DALAM PEMBELAJARAN: SEBUAH KAJIAN LITERATUR." EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi 4, no. 2 (2024): 56–67. http://dx.doi.org/10.51878/edutech.v4i2.2961.

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This study examines a framework that can be used and developed into a technology-based learning model. The development of TPACK is getting faster so it is believed to be able to help educators and students in carrying out learning. This research includes literature review research through reviewing articles that have been published in journals and proceedings. The results of the research show that 1) TPACK has been developed into several models, namely TPCK-W (Technological Pedagogical Content Knowledge-Web); evolution of the instructional system design model (ISD); ICT-TPCK; the SQD (Synthesi
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Safriana, Ade Irfan, and Zahratul Fitri. "Science Teachers Perceptions of Technological Pedagogical Content Knowledge (TPACK) in Urban Area." Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) 3 (January 27, 2023): 00067. http://dx.doi.org/10.29103/micoms.v3i.232.

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The ability of teachers' TPCK is an important factor that determines the success of improving the quality of education in urban area. The purpose of this study was to find out the perception TPCK of science teachers in Lhokseumawe City using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statisti
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Dissertations / Theses on the topic "Knowledge of technological pedagogical content (TPACK)"

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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.

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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceiv
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Heywood, Jonathan Paul. "Operationalising technological pedagogical content knowledge in UK teacher professional development." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43071.

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Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK's constituent subdomains and a new form of
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Cox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.

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Knolton, Davin V. "Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18695.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Royce Ann Collins<br>In an era of increasing demand for a limited budget, more universities are turning to adjunct faculty to fill the need and to address the student load. Adjunct faculty members are hired for their content knowledge and close association to the business world and industry. This study was conducted to investigate whether a relationship exists between (a) technological pedagogical content knowledge (TPACK); (b) pedagogical training; and (c) personal technology; and to determine which variables have the greatest in
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Lavadia, Linda. "Technological, Pedagogical, and Content Knowledge (TPACK)| An Educational Landscape for Tertiary Science Faculty." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280318.

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<p> Earlier studies concluded that technology&rsquo;s strength is in supporting student learning rather than as an instrument for content delivery (Angeli &amp; Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators&rsquo; reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra &amp; Koehler, 2006; 2008) and Rogers&rsquo; (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods res
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Bulut, Aykut. "Investigating Perceptions Of Preservice Mathematics Teachers On Their Technological Pedagogical Content Knowledge (tpack) Regarding Geometry." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614704/index.pdf.

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The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo<br>technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo<br>technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Facu
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Sundberg, Maria. "En studie av hur matematiklärare på gymnasiet upplever sin kunskapsnivå i Technological Pedagogical Content Knowledge (TPACK)." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21944.

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Den digitala utvecklingen både i samhället i stort och inom utbildning accelererar som aldrig förr. Många ungdomar idag har tillgång till digitala verktyg så som dator, mobiltelefon, surfplatta mm. Detta ställer nya krav på utbildning och därmed också nya krav på lärarna. Ett urval av matematiklärare på gymnasienivå fick i en webb-survey rangordna vilken kunskapsnivå de anser sig ha med avseende tre huvudområdena som beskrivs av ramverket Technological Pedagogical Content Knowledge (TPACK): teknik, pedagogik, ämnesinnehåll och kombinationer av dessa. Resultaten visar att lärarna anser sig ha e
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Pugh-Opher, Francesca. "Mandarin Teachers' Experiences Using Technological Pedagogical Content Knowledge in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7179.

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The focus of this research study was on the experiences and perceptions of Mandarin Chinese teachers who used technologies and innovative instructional methods to teach second language skills to young learners. The conceptual framework drew on 3 theories: (a) Vygotsky’s sociocultural learning theory, (b) Schӧn’s action theory, and (c) Mishra and Koehler’s technological pedagogical content knowledge (TPACK). The research questions focused on the experiences of early childhood teachers integrating TPACK to teach Mandarin Chinese and how do early childhood teachers perceive the use of instruction
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Alajlan, Abeer M. "Pre-Service Teachers' Development of TPACK (Technological Pedagogical and Content Knowledge): Learning By Design (LBD) as an Instructional Approach." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554212137921351.

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Mudzimiri, Rejoice. "A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers." Diss., Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/mudzimiri/MudzimiriR0812.pdf.

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The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service teachers' abilities in teaching with technology. It is grounded in the understanding that if teachers are to effectively integrate technology into their instruction, they need to integrate their knowledge of content, pedagogy and technology, instead of viewing these components as separate entities. Current efforts to develop TPACK in pre-service teachers have tended to focus on experiences in either a methods co
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Books on the topic "Knowledge of technological pedagogical content (TPACK)"

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Herring, Mary C. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Routledge, 2016. http://dx.doi.org/10.4324/9781315771328.

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American Association of Colleges for Teacher Education. Committee on Technology and Innovation. Handbook of technological pedagogical content knowledge (TPCK) for educators. Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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American Association of Colleges for Teacher Education. Committee on Technology and Innovation., ed. Handbook of technological pedagogical content knowledge (TPCK) for educators. Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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Angeli, Charoula, and Nicos Valanides, eds. Technological Pedagogical Content Knowledge. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-8080-9.

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Lu, Colin, and Wenli Chen. Unpacking Technological Pedagogical Content Knowledge for Classroom Practice. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-8193-8.

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Lyublinskaya, Irina. Using Annotated Timeline Analysis (Timelining) to Examine Variations in Learning Trajectories: Development of Preservice Teachers’ Technological Pedagogical Content Knowledge in an Online Educational Technology Course. SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529602982.

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Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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Book chapters on the topic "Knowledge of technological pedagogical content (TPACK)"

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Terpstra, Marjorie. "TPACKtivity: An Activity-Theory Lens for Examining TPACK Development." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_4.

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Jaipal-Jamani, Kamini, and Candace Figg. "The Framework of TPACK-in-Practice: Designing Content-Centric Technology Professional Learning Contexts to Develop Teacher Knowledge of Technology-enhanced Teaching (TPACK)." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_7.

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Lu, Colin, and Wenli Chen. "Teachers’ TPACK Knowledge." In Unpacking Technological Pedagogical Content Knowledge for Classroom Practice. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-8193-8_5.

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Tee, Meng Yew, and Shuh Shing Lee. "Making Tacit Knowledge and Practices More Explicit for the Development of TPACK." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_14.

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Benton-Borghi, Beatrice Hope. "Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_15.

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Hervey, Lisa G. "Between the Notion and the Act: Veteran Teachers’ TPACK and Practice in 1:1 Settings." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_8.

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Haley-Mize, Shannon, and John Bishop. "Exploring TPACK Model Practices: Designing, Facilitating, and Evaluating Effectiveness of Technology Experiences Among Pre-service Teachers." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_13.

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Crompton, Helen. "Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_12.

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Lu, Colin, and Wenli Chen. "Alignment of Teachers’ TPACK and Practices." In Unpacking Technological Pedagogical Content Knowledge for Classroom Practice. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-8193-8_8.

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Krauskopf, Karsten, Carmen Zahn, and Friedrich W. Hesse. "Cognitive Processes Underlying TPCK: Mental Models, Cognitive Transformation, and Meta-conceptual Awareness." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_3.

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Conference papers on the topic "Knowledge of technological pedagogical content (TPACK)"

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Sözer Boz, Esra, and Gulsah Kacmaz. "IDENTIFICATION OF PRE-SERVICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FOR GAMES (TPACK-G) PROFILES: A FACTOR MIXTURE MODELING APPROACH." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0052.

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Mabenge, Portia, and Candid Mlambo. "EXPLORING THE TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) OF NOVICE AND EXPERIENCED LIFE SCIENCES TEACHERS IN SOUTH AFRICAN HIGH SCHOOLS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1750.

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Wibowo, Dhany Yufisa, Juju Masunah, Tri Karyono, and Rita Milyartini. "Study of Technological Pedagogical Content Knowledge (TPACK) Concept in Music Learning." In 4th International Conference on Arts and Design Education (ICADE 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.018.

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Tarigan, Desi, Derlina Derlina, and Rita Juliani. "The Development Of TPACK (Technological Pedagogical Content Knowledge) – Based Physics Module." In Proceedings of the 5th International Conference on Innovation in Education, Science, and Culture, ICIESC 2023, 24 October 2023, Medan, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.24-10-2023.2343054.

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Reski, Andi, Anderias Henukh, and Merta Simbolon. "Profile Technological Pedagogical Content Knowledge (TPACK) Prospective Teacher of PPL Participants." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.207.

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Wen, Huijing. "Assessing Technological Pedagogical and Content Knowledge (TPACK): Using Teacher Candidate Reflections to Examine TPACK Development." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1440556.

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Amidi, St Budi Waluya, and Nuriana Rachmani Dewi. "Preservice teachers’ understanding of technological pedagogical content knowledge (TPACK) in mathematics learning." In TRANSPORT, ECOLOGY, SUSTAINABLE DEVELOPMENT: EKO VARNA 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0194789.

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Jannah, Rikhinati, Sri Mulyani, Maria Ulfa, Sulistyo Saputro, Sri Yamtinah, and Mohammad Masykuri. "Investigation of chemistry preservice teachers’ understanding of technological, pedagogical, and content knowledge (TPACK)." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139777.

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Marlina, Reni, Hamdani, Erwina Oktavianty, Haratua Tiur Maria Silitonga, and Afandi Afandi. "Research trends in technological pedagogical content knowledge (TPACK) reflective practitioners in higher education." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE EDUCATION AND TECHNOLOGY (ICOSETH 2021). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0143064.

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Mudrikah, Saringatun, Jarot Santoso, and Dwi Astuti. "Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Vocational High School’s Accounting Teachers." In 3rd International Conference on Economics, Business and Economic Education Science, ICE-BEES 2020, 22-23 July 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.22-7-2020.2307933.

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Reports on the topic "Knowledge of technological pedagogical content (TPACK)"

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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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Abstract:
The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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