An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China-Reference-Cited by-同舟云学术

An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China

Published:2022-05-30 Issue:4 Volume:34 Page:963-978
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Luo Wenwei¹^ORCID,Berson Ilene R.²^ORCID,Berson Michael J.²^ORCID,Park Sanghoon³^ORCID

Affiliation:

1. Digital Early Childhood Research Center, Shanghai Normal University

2. Department of Curriculum, Instruction, and Learning, University of South Florida

3. Department of Educational and Psychological Studies, University of South Florida

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2079887

Reference63 articles.

1. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education

2. Blackwell, C. K., Wartella, E., Lauricella, A. R. & Robb, M. (2015). Technology in the lives of educators and early childhood programs: Trends in access, use, and professional development from 2012 to 2014. Center on Media and Human Development at Northwestern University.

3. The influence of TPACK contextual factors on early childhood educators’ tablet computer use

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