Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle
for laboratory education. Journal of Engineering Education, 98(3), 283–294.
https://doi.org/10.1002/j.2168-9830.2009.tb01025.x
Anglin, M. S. (2017). Technology integration by general education teachers of english language
learners [Walden University]. In ProQuest Dissertations and Theses.
https://search.proquest.com/docview/1964910245?accountid=13155
Ayçiçek, B., & Yelken, T. Y. (2018). The effect of flipped classroom model on
students’ classroom engagement in teaching english. International Journal of Instruction, 11(2),
385–398. http://10.0.50.173/iji.2018.11226a
Bahagian Teknologi Pendidikan. (2018). Bagaimanakah Frog VLE mempertingkatkan pengajaran dan
pembelajaran? http://btp.moe.gov.my/1bestarinet/vle
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge
(TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal
of Educational Technology, 32, 47–63. https://doi.org/10.14742/ajet.2551
Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish
Online Journal of Distance Education, 16(4), 28–37.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1092800 &site=ehost-live
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day (1st ed.). ISTE: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. In L. Gansel
(Ed.), International Society for Technology in Education. International Society for
Technology in Education.
Bibi, S., & Khan, S. H. (2017). TPACK in action: A study of a teacher educator’s
thoughts when planning to use ICT. Australasian Journal of Educational Technology, 33(4),
70–87. https://doi.org/10.14742/ajet.3071
Bolden, D. C., Hurt, J. W., & Richardson, M. K. (2017). Implementing Digital Tools to Support
Student Questioning Abilities: A Collaborative Action Research Report. I.e.:
Inquiry in Education, 9(1).
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1171738
&site=ehost-live
Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the Construct
“Just Right?”. Journal of Research on Technology in Education, 46(2), 103– 128.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=93264914 &site=ehost-live
Braun, V., & Clarke, V. (2014). Successful qualitative research: A practical guide for beginners.
SAGE.
Chai, C., Chin, C., Koh, J., & Tan, C. (2013). Exploring Singaporean Chinese language teachers’
technological pedagogical content knowledge and its relationship to teachers’ pedagogical beliefs.
Asian-Pacific Education Researcher, 22(4), 657– 666.
Ciampa, K., & Gallagher, T. L. (2016). Professional learning to support elementary teachers’ use
of the iPod Touch in the classroom. In J. Murray & W. Kidd (Eds.), Using emerging
technologies to develop professional learning (pp. 37– 57).
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Creswell, J. (2013). Qualitative inquiry & research design: Choosing among five
approaches. SAGE Publications.
Curry, K., & Cherner, T. (2016). Social Studies in the Modern Era: A Case Study of Effective
Teachers’ Use of Literacy and Technology. The Social Studies, 107(4), 123–136.
https://doi.org/10.1080/00377996.2016.1146650
Datig, I., & Ruswick, C. (2013). Four quick flips. College & Research Libraries News, 74(5),
249.
http://libproxy.smu.edu.sg/login?url=http://search.ebscohost.com/login.aspx?d
irect=true&db=edb&AN=87561904&site=eds-live&scope=site
De Vaus, D. (2006). Research Design Volume IV. SAGE Publications Ltd.
Di Blas, N. (2016). Distributed TPACK What Kind of Teachers Does It Work for? Journal of
E-Learning & Knowledge Society, 12(3), 65–74.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=117512481 &site=ehost-live
Durdu, L., & Dag, F. (2017). Pre-Service Teachers’ TPACK Development and Conceptions
through a TPACK-Based Course. Australian Journal of Teacher Education, 42(11), 150–171.
El Alami, M., Casel, N., & Zampunieris, D. (2008). An architecture for e-learning
system with computational intelligence. In M.-Y. Chen (Ed.), Artificial
Intelligence Applications in Digital Content (Issue v. 26, 3). Emerald Group Publishing.
http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=237298&
site=ehost-live
Electronic Resources for Schools. (2014). Report card.
Erben, T., Castañeda, M. E., & Ban, R. (2009). Managing Teaching through Virtual
Learning Environments Orientation. In Teaching English Language Learners Through
Technology. Routledge.
http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=234464& site=ehost-live
Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American
Journal of Theoretical and Applied Statistics, 5(1), 1.
https://doi.org/10.11648/j.ajtas.20160501.11
Fadel, C. (2008). 21st century skills: How can you prepare students for the new Global Economy.
http://www.oecd.org/site/educeri21st/40756908.pdf
Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth
[Ters-yüz ö?renme: Yanl?? anla??lmalar ve do?rular]. E?itim Bilimleri Ara?t?rmalar?
Dergisi, 5(1), 215–229. https://doi.org/10.12973/jesr.2015.51.13
Flanagan, S., & Shoffner, M. (2013). Teaching with(out) technology: Secondary English
teachers and classroom technology use. Contemporary Issues in Technology and
Teacher Education, 13(3), 242–261.
https://www.citejournal.org/volume-13/issue-3-13/general/teaching-without-
technology-secondary-english-teachers-and-classroom-technology-use/
Fullan, M., Langworthy, M., & Barber, M. (2014). A rich seam How New Pedagogies Find Deep
Learning. Pearson. http://michaelfullan.ca/wp-
content/uploads/2014/01/3897.Rich_Seam_web.pdf
Graziano, K. J., & Hall, J. D. (2017). Flipped Instruction with English Language
Learners at a Newcomer High School. Journal of Online Learning Research, 3(2),
175–196.
http://ezproxy.lib.uconn.edu/login?url=https://search.ebscohost.com/login.asp
x?direct=true&db=eric&AN=EJ1151092&site=ehost-live
Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in
Action: A Descriptive Study of Secondary Teachers’ Curriculum- Based, Technology-Related
Instructional Planning. Journal of Research on Technology in
Education, 43(3), 211–229.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=59157636 &site=ehost-live
Harsma, E. (2018). A Qualitative Case Study of Spanish Teaching Assistants and Online
Language Instruction [Northcentral University]. In ProQuest Dissertations
and Theses.
https://search.proquest.com/docview/2016816328?accountid=13155
Harvil, H. R. (2018). Teacher Perceptions on the Use of Technology with English
Language Learners [Liberty University]. In ProQuest Dissertations and Theses.
https://search.proquest.com/docview/2056608597?accountid=13155
Honey, S. (2018). Graphics Calculators in the Primary Classroom: Student-Teachers’
Beliefs and the TPACK Framework. International Journal for Technology in Mathematics Education,
25(3), 3–16. http://10.0.6.28/tme_v25.3.01
Huang, Z. (2018). Theoretical Analysis of TPACK Knowledge Structure of
Mathematics Teachers Based on T-TPACK Mode. Educational Sciences: Theory & Practice, 18(5),
2044–2053. http://10.0.49.194/estp.2018.5.103
Hutchison, A. C., & Woodward, L. (2014). An Examination of How a Teacher’s Use of Digital Tools
Empowers and Constrains Language Arts Instruction. Computers in
the Schools, 31(4), 316–338.
http://10.0.4.56/07380569.2014.967629
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile
technology-enhanced flipped classroom with effective learning strategies. Journal of
Computers in Education, 2(4), 449–473.
https://doi.org/10.1007/s40692-015-0043-0
Joo, Y. J., Park, S., & Lim, E. (2018). Factors Influencing Preservice Teachers’
Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model. Journal
of Educational Technology & Society, 21(3), 48– 59.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=130867673 &site=ehost-live
Kartal, T., Kartal, B., & Uluay, G. (2016). Technological Pedagogical Content Knowledge
Self Assessment Scale (TPACKSAS) for Pre-Service Teachers: Development, Validity and
Reliability. Ö?RETMEN ADAYLARI ?Ç?N TEKNOLOJ?K PEDAGOJ?K ALAN B?LG?S? ÖZ DE?ERLEND?RME ÖLÇE??
(TPAB-ÖDÖ): GEL??T?R?LMES?, GEÇERL?K VE GÜVEN?RL?K ÇALI?MALARI,
7(23), 1–36.
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=117002768 &site=ehost-live
Kementerian Pendidikan Malaysia. (1992). Kurikulum Baru Sekolah Rendah Buku Panduan Khas
Bahasa Inggeris Tahun Tiga (pp. 1–138). Dewan Bahasa dan Pustaka.
Kementerian Pendidikan Malaysia. (2003). Huraian Sukatan Pelajaran Kurikulum Bersepadu
Sekolah Menengah (Curriculum Specifications) Tingkatan 4 Bahasa Inggeris.
Kementerian Pendidikan Malaysia. (2004). The Malaysian Smart School a flagship of the multimedia
super corridor. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Sekolah Menengah Bahasa Inggeris
Tingkatan 1. Kementerian Pendidikan Malaysia.
Kincheloe, J., McLaren, P., & Steinberg, S. (2011). Critical Pedagogy, and Qualitative Research:
Moving to Bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The
Sage Handbook of Qualitative Research (4th ed.). SAGE Publications Inc.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational
technology? Journal of Educational Computing ResearchEnvironmental Science and
Technology, 32(2), 131–152. https://doi.org/10.1021/acs.est.6b04302
Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge
(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
https://doi.org/10.1016/j.compedu.2010.07.009
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The
Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators. ICT
IItegrated Teacher Education: A Resource Book, October 2014, 2–7.
https://doi.org/10.1177/0268355513505508
Koh, J., Chai, C., & Tsai, C.-C. (2013). A Review of Technological Pedagogical Content
Knowledge. Journal of Educational Technology & Society, 16(2), 31.
https://doi.org/10.1111/j.1365-2729.2010.00372.x
Koh, J. H. L. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for
meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887–900.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=93999185 &site=ehost-live
Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H. Y. (2015). Technological
Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support
ICT Lesson Design for 21st Century Learning. Asia- Pacific Education Researcher, 24(3), 535–543.
https://doi.org/10.1007/s40299-
015-0237-2
Kompar, F. (2018). “Mile Deep” Digital tools. Teacher Librarian, 45(3), 66–69.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=128027187 &site=ehost-live
Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of flipped
classroom in ESL teaching. International Journal of Emerging Technologies in Learning, 11(3),
71–73. https://doi.org/10.3991/ijet.v11i03.5309
Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts- Based, and
Community-Based Participatory Research Approaches. The Guildford Press.
Lindl, J. (2017). Evaluating EdTech: A Strategy for Selecting Digital Tools. Education Digest,
83(1), 44–49.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=124671795 &site=ehost-live
Long, T., Logan, J., & Waugh, M. (2016). Students’ Perceptions of the Value of Using Videos as
a Pre-class Learning Experience in the Flipped Classroom. TechTrends: Linking
Research & Practice to Improve Learning, 60(3), 245–
252. http://10.0.3.239/s11528-016-0045-4
M. Cardullo, V., I. Zygouris-Coe, V. “Vicky”;, & S. Wilson, N. (2015). The Benefits
and Challenges of Mobile and Ubiquitious Technology in Education. In J. Keengwe (Ed.),
Promoting Active Learning Through the Integration of Mobile and Ubiquitious Technologies (pp.
1–23). IGI Global.
Maier, P., & Warren, A. (2000). Integr@ting technology in learning & teaching. Kogan Page.
Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped
classroom instruction. Canadian Journal of Learning and Technology, 41(2), 1–26.
https://doi.org/10.21432/T2PG7P
McBride, C. (2015). Flipping Advice for Beginners: What I Learned Flipping Undergraduate
Mathematics and Statistics Classes. PRIMUS, 25(8), 694–712.
https://doi.org/10.1080/10511970.2015.1031300
Mehring, J. (2015). Original papers a new pedagogy for the Japanese EFL Classroom : Instructional
redesign with flipped learning. PeerSpectives, 14.
Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL
Classroom. Computers in the Schools, 33(1), 1–10.
http://10.0.4.56/07380569.2016.1139912
Merriam, S. (2009). Qualitative research: A guide to design and implementation.
JOSSEY-BASS.
Milman, N. B. (2014). The Flipped Classroom Strategy. Distance Learning, 11(4), 9– 11.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=100558697 &site=ehost-live
Ministry of Education Malaysia. (2013). Malaysia education blueprint 2013-2025 (preschool
to post-secondary education). Kementerian Pendidikan Malaysia.
Mocanu (Dedu), E. M., & Deaconu, A. (2017). THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY
(ICT) AS A TEACHING METHOD IN VOCATIONAL EDUCATION AND TRAINING IN TOURISM. Acta
Didactica Napocensia, 10(3), 19–34.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=126760683 &site=ehost-live
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems
Education, 25(1), 7–11. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=99018389
&site=ehost-live
Moran, C., & Young, C. A. (2014). Active learning in the flipped English language arts classroom.
In J. Keengwe, Jared; Onchwari, Grace; N.Oigara (Ed.), Promoting active learning through the
flipped classroom model. (pp. 163–184).
https://doi.org/10.4018/978-1-4666-4987-3.ch009
Mouza, C. (2011). Promoting urban teachers’ understanding of technology, content,
and pedagogy in the context of case development. Journal of Research on Technology in
Education, 44(1), 1–29. https://doi.org/10.1080/15391523.2011.10782577
Newman, G., Kim, J.-H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The Perceived Effects of
Flipped Teaching on Knowledge Acquisition Background and Literature Review. The Journal of
Effective Teaching, 16(161), 52–71.
Newman, W. L. (2000). Social research methods: qualitative and quantitative approaches
(5th ed.). Allyn & Bacon.
Ng, W. (2015). New digital technology in education: Conceptualizing professional learning
for educators. In New Digital Technology in Education: Conceptualizing
Professional Learning for Educators (pp. 1–226).
https://doi.org/10.1007/978-3-319-05822-1
Nicholson, D. T. (2018). Enhancing Student Engagement through Online Portfolio Assessment.
Practitioner Research in Higher Education, 11(1), 15–31.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1180130 &site=ehost-live
Niess, M. (2017). Looking to the Future in Transforming Inservice Teachers’ TPACK thorugh Online
Continued Learning. In Technological Pedagogical Content Knowledge (TPACK) Framework for
K-12 Teacher Preparation: Emerging Research and Opportunities (pp. 132–150). IGI Global.
Paneru, D. (2018). Information Communication Technologies in Teaching English as a Foreign
Language: Analysing EFL Teachers’ TPACK in Czech Elementary Schools. In Center for
Educational Policy Studies Journal (Vol. 8). https://doi.org/10.26529/cepsj.499
Park, E. K., & Hargis, J. (2018). New Perspective on TPACK Framework in the Context
of Early Childhood Education: The “A” Stands for Affective. International Journal
for the Scholarship of Teaching & Learning, 12(2), 1–9. http://10.0.79.205/ijsotl.2018.120217
Park, Y. (2015). Understanding synchronous computer-mediated classroom discussion through
cultural-historical activity theory. Turkish Online Journal of Educational Technology,
14(2), 219–228.
Patahuddin, S. M., Lowrie, T., & Dalgarno, B. (2016). Analysing Mathematics Teachers’
TPACK Through Observation of Practice. Asia-Pacific Education Researcher, 25(5–6), 863–872.
https://doi.org/10.1007/s40299-016-0305-2
Paulson, L., Paulson, P., & Meyer, C. (1991). What Makes a Portfolio a Portfolio?
Educational Leadership, 48(5), 60–63.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ421352
&site=ehost-live
Piotrowski, A., & Witte, S. (2016). Flipped Learning and TPACK Construction in
English Education. International Journal of Technology in Teaching & Learning,
12(1), 33–46. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=116996181
&site=ehost-live
Portnov-Neeman, Y., & Barak, M. (2013). Exploring Students’ Perceptions about Learning in
School: An Activity Theory Based Study. Journal of Education and Learning, 2(3), 9–25.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1077159 &site=ehost-live
Prosser, J. (2011). Visual Methodology Toward a More Seeing Research. In N. K. Denzin &
Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (4th ed.). SAGE Publications Inc.
Qutoshi, S. B. (2018). Phenomenology: A Philosophy and Method of Inquiry. Journal of Education
and Educational Development, 5(1), 215–222.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1180603 &site=ehost-live
Richards, J., & Cotterall, S. (2016). Exploring Creativity in Language Teaching. In R.
H. Jones & J. C. Richards (Eds.), Creativity in Language Teaching: Perspectives
from Research and Practice (1st ed., pp. 97–113). Routledge/Taylor &
Francis Group.
Rust, J. (2017). Pedagogy Meets Digital Media: A Tangle of Teachers, Strategies, and Tactics.
Contemporary Issues in Technology & Teacher Education, 17(2), 168– 193.
Sabado, K. X. (2018). Exploring Teachers’ Perspective of Technology Pedagogy: Implications
for Practice [Walden University]. In ProQuest Dissertations and Theses.
https://search.proquest.com/docview/2040502520?accountid=13155
Saldaña, J. (2009). The Coding Manual for Qualitative Researchers. SAGE
Publications Ltd.
Sellars, M. (2014). Reflective practice for teachers (J. Clark (ed.)). SAGE.
Sharma, B. L. (2009). Technology of Teacher Training. ABD Publishers.
Shinas, V. H., Yilmaz-Ozden, S., Mouza, M., Karchmer-Klein, R., & Glutting, J. J. (2013). Examining
domains of technological pedagogical content knowledge using factor analysis. Journal of Research
on Technology in Education, 45(4), 339–360. https://doi.org/10.1080/15391523.2013.10782609
Sickle, J. Van. (2016). Discrepancies between Student Perception and Achievement of Learning
Outcomes in a Flipped Classroom. Journal of the Scholarship of
Teaching and Learning, 16(2), 29. https://doi.org/10.14434/josotl.v16i2.19216
Stockwell, G. (2012). Computer-assisted language learning: Diversity in research and
practice (1st ed.). Cambridge University Press.
Sulaiman, S., Sulaiman, T., & Rahim, S. S. A. (2017). Teachers’ Perceptions of the Standard-Based
English Language Curriculum in Malaysian Primary Schools. International Journal of Instruction,
10(3), 195–208. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1151109
&site=ehost-live
Thohir, M. A. (2018). Designing Optical Spreadsheets-Technological Pedagogical Content
Knowledge Simulation (S-Tpack): A Case Study of Pre-Service Teachers Course. Turkish
Online Journal of Educational Technology, 17(1), 24–36.
Tokmak, H. S. (2013). Changing preschool teacher candidates’ perceptions about technology
integration in a TPACK-based material design course. Education as Change, 17(1), 115–129.
https://doi.org/10.1080/16823206.2013.773927
Turgut, Y. (2017). A Comparison of Pre-Service, In-Service and Formation Program for Teachers’
Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching
(ELT). Educational Research and Reviews, 12(22), 1091–1106.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1161397 &site=ehost-live
Wilkinson, D., & Birmingham, P. (2003). Using Research Instruments: A guide for researchers.
RoutledgeFalmer.
Willis, J. W. (2008). Qualitative research methods in education and educational
technology. Information Age Publishing Inc.
Wright, T. (2006). Managing Classroom Life. In S. Gieve & I. Miller (Eds.),
Understanding the language classroom.
Wu, Y., & Wang, A. Y. (2015). Technological, Pedagogical, and Content Knowledge in Teaching
English as a Foreign Language: Representation of Primary Teachers of English in Taiwan. The
Asia - Pacific Education Researcher, 24(3), 525–533.
https://doi.org/http://dx.doi.org/10.1007/s40299-015-0240-7
Xiaobin, L., Wei, Z., Huiwen, Z., & Lijun, J. (2014). Chinese EFL Teachers’ Application
of E-Educology of Foreign Languages: An Investigation Based on TPACK Framework. Teaching
English with Technology, 14(1), 47–75.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1143477 &site=ehost-live
Yildiz, A., & Kirikçilar, R. (2018). Technological Pedagogical Content Knowledge ( TPACK ) Craft :
Utilization Of The TPACK When Designing The Geogebra. Acta Didactica Napocensia, 11(1), 101–116.
https://doi.org/10.24193/adn.11.1.8
Yin, R. K. (2014). Case study research: design and methods (5th ed.). Sage
Publications Inc.
Y?ld?z, T. (2017). A comparison of pre-service, in-service and formation program for
teachers perceptions of technological pedagogical content knowledge (TPACK) in English language
teaching (ELT). Educational Research and Reviews, 12(22), 1091–1106.
https://doi.org/10.5897/ERR2017.3311
Young, J. R., Young, J. L., & Hamilton, C. (2013). The Use of Confidence Intervals as a Meta-
Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on
Preservice Teacher TPACK. Journal of Research on Technology in Education ISSNOnline)
Journal Journal of Research on Technology in Education, 46(2), 149–172.
https://doi.org/10.1080/15391523.2013.10782617
Zack, D. H. (2017). Professional Learning Sessions to Support Teachers Incorporating Technology
to Update Their Lessons and Assessments [University of Delaware]. In ProQuest
Dissertations and Theses. https://search.proquest.com/docview/2023492675?accountid=13155
Zoch, M., Myers, J., & Myers, J. (2016). Teachers’ Engagement With New Literacies: Support for
Implementing Technology in the English/Language Arts Classroom. Contemporary Issues in
Technology and Teacher Education, 17(1),
25–52. https://www.learntechlib.org/p/151010/