TPACK References

Allen, J., McGregor, G., Pendergast, D., & Ronksley-Pavia, M. (2019). Engaging Young Adolescents in Learning. In J. Allen, G. McGregor, D. Pendergast, & M. Ronksley-Pavia, Young Adolescent Engagement in Learning (pp. 1–35). Springer International Publishing.

Autobiography of Intercultural Encounters—Autobiography of Intercultural Encounters— (2013). Autobiography of Intercultural Encounters.

Barnatt, J., Andries D’Souza, L., Gleeson, A. M., Mitchell Viesca, K., & Wery, J. (2020). Intercultural Competence in Pre-Service Teacher Candidates. International Journal of Educational Reform, 29(3), 211–235.

Barrett, M. (2022). Autobiography of Intercultural Encounters (2nd edition).

Boudreau, C., MacIntyre, P. D., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), Article 1.

Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited (2nd edition). Multilingual Matters.

Collie, R. J., Martin, A. J., Bobis, J., Way, J., & Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school. Educational Psychology, 39(4), 489–509.

Council of Europe. (2008). White paper on Intercultural dialogue “Living together as equals in dignity” (2008)—Democratic Schools for All— Democratic Schools for All.

Council of Europe. (2009). Autobiography of Intercultural Encounters: Introduction.

Dunn, L. (2016). Teaching and digital technologies: Big issues and critical questions. The Curriculum Journal, 27(4), 560–561.

East, M., Tolosa, C., Howard, J., Biebricher, C., & Scott, A. (2022). Studies on the Intercultural Dimension Across the Globe. In M. East, C. Tolosa, J. Howard, C. Biebricher, & A. Scott (Eds.), Journeys Towards Intercultural Capability in Language Classrooms: Voices from Students, Teachers and Researchers (pp. 25–47). Springer Nature.

Education Council. (2019). Alice Springs (Mparntwe) Education Declaration.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47.

Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology, Research and Development, 53(4), 25–39.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435.

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42, 255–284.

Fielding, R. (2021). A multilingual identity approach to intercultural stance in language learning. The Language Learning Journal, 49(4), 466–482.

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960.

Hechter, R. P., Phyfe, L. D., & Vermette, L. A. (2012). Integrating Technology in Education: Moving the TPCK Framework towards Practical Applications. Education Research and Perspectives (Online), 39, 136–152.

Heijden, H. R. M. A. van der, Beijaard, D., Geldens, J. J. M., & Popeijus, H. L. (2018). Understanding teachers as change agents: An investigation of primary school teachers’ self-perception. Journal of Educational Change, 19(3), 347–373.

Hajek, J., & Slaughter, Y. (Eds.). (2015). Challenging the monolingual mindset. Multilingual Matters.

Lo Bianco, J. (2009). Second Languages and Australian Schooling.

Luke, A. (2013). A Summative Evaluation of the Stronger Smarter Learning Communities Project: 2013 Report—Volume 1 and Volume.

Howard, S. K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies (1st ed., pp. 307–317). Cambridge University Press.

Hunter, B. H., & Radoll, P. J. (2020). Dynamics of Digital Diffusion and Disadoption : Australasian Journal of Information Systems, 24.

Hyndman, B. (2018, August 13). Ten reasons teachers can struggle to use technology in the classroom. The Conversation.

Council of Europe. (2009) Platform of resources and references for plurilingual and intercultural education—

Lindner, R., & Méndez Garcia, M. del C. (2014). The Autobiography of Intercultural Encounters through Visual Media: Exploring images of others in telecollaboration. Language, Culture and Curriculum, 27(3), 226–243.

Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20–29.

Meighan, P. J. (2020). An “educator’s” perspective: How heritage language pedagogy and technology can decolonize the English classroom. TESOL Journal, 11(2).

Méndez-García, M.-C., & Lindner, R. (2021). Promoting Intercultural and Visual Media Competence in the Foreign Language Classroom with the Autobiography of Intercultural Encounters Through Visual Media. In M. D. López-Jiménez & J. Sánchez-Torres (Eds.), Intercultural Competence Past, Present and Future: Respecting the Past, Problems in the Present and Forging the Future (pp. 229–254). Springer Nature.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054.

Murchan, D., & Johnston, K. (2021). Curriculum change within policy and practice: Reforming second-level education in Ireland. In Curriculum change within policy and practice: Reforming second-level education in Ireland (1st ed. 2021.). Palgrave Macmillan.

Pratt, M. L. (1991). Arts of the Contact Zone. Profession, 33–40. JSTOR.

Scarino, A. (2014). Situating the challenges in current languages education policy in Australia – unlearning monolingualism. International Journal of Multilingualism, 11(3), 289–306.

Scarino, A. (2019). The Australian Curriculum and its conceptual bases: A critical analysis. Curriculum Perspectives, 39(1), 59–65.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Left to their own devices: The everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289–310.

Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23.

Shulman, L. S. (2013). Those who Understand: Knowledge Growth in Teaching. Journal of Education, 193(3), 1–11.

Stahl, G., Scholes, L., McDonald, S., & Lunn, J. (2021). Middle years students’ engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture & Society, 29(1), 43–60.