Teachers' ICT knowledge was above the general average in both groups after the intervention¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? After the intervention, teachers' ICT knowledge was above the general average in both the experimental and control groups. → Qasem & Viswanathappa 2016
Evidence¶
Qasem & Viswanathappa 2016¶
Qasem, A. A. A., & Viswanathappa, G. (2016). Blended Learning Approach to Develop the Teachers' TPACK. Contemporary Educational Technology, 7(3), 264-276. https://doi.org/10.30935/cedtech/6176
q1 · i? · causal · r2
Authors' interpretive statement in the Discussion, attributed to new technology knowledge merging with teachers' content and pedagogical knowledge; no descriptive statistic for 'above average' is printed in the quoted text.
"Results of this study indicated that the teachers' ICT knowledge was above the general average in the two groups."
Discussion¶
Related Claims¶
- Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
- Blended learning professional development produces significantly higher gain means in ICT knowledge (TK, TPK, TCK, TPACK) than traditional training for in-service science teachers — related
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