92 results on '"Getenet, Seyum"'
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2. First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design
3. Describing a teacher’s pedagogical mathematical knowledge in STEM teaching
4. Teachers' Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas
5. The Role of Technologies to Enhance Pre-Service Teachers' Engagement in an Online Mathematics Education Course
6. George Preferred Learning Fraction Concepts with Physical Rather than Virtual Manipulatives
7. Using Interactive Technologies to Enhance Student Engagement in Higher Education Online Learning
8. Technology and the Knowledge Quartet
9. Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
10. Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results
11. Making sense of student feedback and engagement using artificial intelligence
12. Predictors of Children's Achievement: Analysis of the Australian National Numeracy Assessment Program
13. Teenagers' Perceptions of Teachers: A Developmental Argument
14. The Practice of Using NAPLAN Numeracy Test Results: A Review of the Literature
15. Teaching Interrelated Concepts of Fraction for Understanding and Teacher's Pedagogical Content Knowledge
16. Teaching Fractions for Understanding: Addressing Interrelated Concepts
17. Designing a Professional Development Program for Mathematics Teachers for Effective Use of Technology in Teaching
18. Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program
19. Pre-service teachers and ChatGPT in multistrategy problem-solving: Implications for mathematics teaching in primary schools
20. Video-Enhanced Feedback
21. Teacher Education and Professional Development for Technology Integrated Teaching
22. Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
23. Using ICT in Teaching a Specific Mathematics Concept: Graphs of Logarithmic Functions
24. Using Design-Based Research to Bring Partnership between Researchers and Practitioners
25. Bridging the digital divide: gender and learning mode impacts on pre-service teacher digital competence and online engagement.
26. Examining students’ behavioural engagement in lecture videos with and without embedded quizzes in an online course.
27. Measuring Mathematics Teacher Educators' Knowledge of Technology Integrated Teaching: Instrument Development
28. Designing a professional development program for mathematics teachers for effective use of technology in teaching
29. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics
30. Using interactive technologies to enhance student engagement in higher education online learning
31. Characteristics of engaging teaching videos in higher education: a systematic literature review of teachers’ behaviours and movements in video conferencing
32. Linking Research and Practice : Educational Design Research
33. Video-Enhanced Feedback
34. Teacher Education and Professional Development for Technology Integrated Teaching
35. Correction to: Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
36. Professionalizing In-Service Teachers' Focus on Technological Pedagogical and Content Knowledge
37. Adapting technological pedagogical content knowledge framework to teach mathematics
38. Exploring How Adults Who Work with Young Children Conceptualise Sustainability and Describe Their Practice Initiatives
39. Exploring supervisory support in an Australian university: Perspectives of doctoral students in an education faculty
40. The Impact of Professional Development on Early Childhood Educators' Confidence, Understanding and Knowledge of Education for Sustainability
41. Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives.
42. Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge
43. Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas
44. Machine learning system to guide teacher reflection on behavior management skills
45. Designing a professional development program for mathematics teachers for effective use of technology in teaching
46. Using design-based research to bring partnership between researchers and practitioners
47. Correction to: Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
48. Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
49. Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise
50. Design Based Research in Doctoral Studies: Adding a New Dimension to Doctoral Research
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