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

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A Review of Technological Pedagogical Content Knowledge (2013, methodology): “Two studies from Singapore (Chai et al., 2010; Chai et al., 2011a) started building pre-service teachers TPACK from pedagogical knowledge about the meaningful learning framework (see Jonassen et al.”
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “Although these findings amongst pre-service teachers are important steps towards validating and refining the TPACK model, limited research is available in a higher education context.”
Factors that influence teachers’ adoption and integration of ICT in teaching/learning process (2018, background): “While it is difficult to measure the impact of ICT on learning, previous studies (Castro Sánchez & Alemán, 2011; Chai, Koh, & Tsai, 2010; Lowther et al., 2008; Watts-Taffe, Gwinn, & Horn, 2003) have highlighted some of the potential opportunities that can be gained from the use of ICT in education…”
Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia (2020, methodology): “A selfassessed questionnaire made by Chai et al. (2010, 2013) served as the basis for the rubric development in terms of TPACK.”