Effect of Teaching Practices Enriched with Innovative Teaching Materials
Journal of Computer and Education Research,
Journal Year:
2025,
Volume and Issue:
13(25), P. 344 - 373
Published: March 3, 2025
The
present
research
aims
to
investigate
the
effect
of
using
innovative
teaching
materials
in
social
studies
on
students'
map
literacy
skills,
academic
achievement,
and
retention.
was
designed
pre-test/post-test
unequalized
control
group
model,
which
is
a
type
quasi-experimental
design.
Academic
achievement
test,
skill
assessment
developed
by
researchers,
comprehension
learning
outcomes
assessments
prepared
Ministry
National
Education
Türkiye
were
used
as
data
collection
tools.
obtained
from
tests
analyzed
TAP
Jamovi
statistical
programs.
Based
analysis
concluded
that
pre-test
scores
experimental
did
not
show
statistically
significant
difference.
Additionally,
there
no
difference
post-test
group.
On
other
hand,
showed
student
responses
terms
between
group,
but
both
found
retention
measured
one
month
after
completion
implementation
materials.
Language: Английский
Transforming Education with Augmented Reality, Metaverse and Virtual Reality Technologies in the 21st Century
Hacettepe University Journal of Education,
Journal Year:
2023,
Volume and Issue:
unknown
Published: Oct. 17, 2023
Language: Английский
Poor Performance of Teachers in Public Education Schools in Kuwait Using Educational Technology
Ali Buhamad,
No information about this author
Budour Misad Almisad,
No information about this author
Rabab Alsaffar
No information about this author
et al.
International Journal of Learning and Development,
Journal Year:
2024,
Volume and Issue:
14(1), P. 63 - 63
Published: Feb. 18, 2024
Technology
has
made
education
more
accessible
and
engaging
for
learners
of
all
ages.
It
facilitated
the
dissemination
information,
allowing
students
to
access
a
wealth
educational
resources
at
click
button.
The
research
problem
that
led
this
study
is
public
school
teachers
in
Kuwait
have
been
struggling
keep
up
with
advancements
technology
incorporate
it
effectively
into
their
instructional
practices.
This
explains
reason
poor
performance
general
schools
using
technology.
We
interpret
an
field
experience,
which
type
most
often
used
education.
methods
were
collecting
qualitative
data
interviews
document
analysis.
teachers’
personal
face
included
written
questions.
includes
lack
experience
teaching
technology,
limited
on-site
support,
insufficient
knowledge
purposes,
discomfort
integrating
technologies
effective
teaching.
In
addition,
budgets
do
not
allow
support
activities
during
academic
year.
Teachers
rarely
opportunities
use
classrooms.
Sometimes
own
money
provide
necessary
students,
such
as
tablets,
laptops,
or
interactive
whiteboards.
Also,
feel
comfortable
doing
tasks
because
they
believe
there
are
variety
strategies
help
educators
enhance
tech-teaching
abilities.
Language: Английский
How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics
Educational Studies in Mathematics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 7, 2024
Abstract
Teachers
need
technological
pedagogical
content
knowledge
(TPACK)
for
teaching
with
technology,
and
its
assessment
is
crucial
research
practice.
Previous
literature
reviews
on
TPACK
were
not
specific
to
a
area
(e.g.,
mathematics),
although,
by
definition,
the
framework
includes
content-specific
facets.
Consequently,
requirements
could
differ
depending
content.
Further,
reliable
of
mathematics-specific
depends
quality
test
instruments
used,
but
there
no
consensus
type
used
in
past
studies.
This
systematic
review
adds
existing
focusing
mathematics,
investigating
study
characteristics
,
instrument
operationalizations
TPACK.
Regarding
characteristics,
findings
reveal
an
increase
number
studies
conducted
across
various
countries
worldwide.
As
researchers
frequently
self-developed
assess
TPACK,
often
without
providing
information
reliability
or
validity
measures.
operationalizations,
more
than
half
self-report
scales
followed
observations
material
analyses,
while
tests
hardly
used.
Additionally,
assessments
typically
referred
domain
mathematics
as
whole
instead
subdomains
mathematics.
The
results
raise
questions
regarding
comparability
Language: Английский