Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning.
Background: This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers inc...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3201 - 3215 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2024
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| Online Access: | View this record in EBSCOhost |