Guo, Y., Li, Y., & Li. M. (2016). A study on teachers’ TPACK level in a provincial city in China. In E. L. Brown, A. Krastev, & M. Ranieri (Eds.), E-Learning and social media: Education and citizenship for the digital 21st century (pp. 65-92). Charlotte, NC: Information Age Publishing. 

Abstract: 

“Over the last few decades, the incorporation of information and communication technologies (ICTs) into daily pedagogical practices has been viewed as a viable solution for the innovation of educational systems. Teachers have been seen as crucial actors in this process, and therefore much emphasis has been put on the necessity to provide them with adequate technological and pedagogical competences through training and lifelong learning. However, while a greater knowledge of teachers’ level of skills in technology-enhanced learning would be extremely helpful to deliver effective training courses, up to now, empirical studies on teachers’ digital and pedagogical skills have been poor and fragmented, especially in developing and populous countries such as China. The current study attempted to explore this issue in a provincial…”