1. Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 21–42). Routledge.
2. Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517–531. https://doi.org/10.1080/1475939x.2019.1668293
3. Baber, C. (2019). Is expertise all in the mind?: How embodied, embedded, enacted, extended, situated, and distributed theories of cognition account for expert performance. In P. Ward, J. M. Schraagen, J. Gore, & E. M. Roth (Eds.), The Oxford handbook of expertise. Oxford University Press.
4. Bennett, S., Agostinho, S., & Lockyer, L. (2017). The process of designing for learning: Understanding university teachers’ design work. Educational Technology Research and Development, 65(1), 125–145. https://doi.org/10.1007/s11423-016-9469-y
5. Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using Tpack to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153–172. https://doi.org/10.2190/ec.48.2.c