This study was to explore the bibliometric characteristics of TPACK from 2011 to 2020. By using the keyword “TPACK,” the bibliographic references have been retrieved from the Scopus databases (date of search: March 7, 2021). The VOSviewr software tool and Bibliometrix R package were used for information analysis. The results confirmed that there are 700 articles, representing 63 countries and 159 journals scanned. Articles in 2013 were cited the most times, and since 2016, the number of articles is on the rise every year. The United States, Turkey, and Australia were the three leading countries in this field. Most of the articles were published in educational technology journals. The total articles published by American institutions are more than the others, followed by Asian institutions. The most prolific authors are all Asians, followed by Americans. Core themes from the highly cited articles have been surrounding PCK, teacher education, skill, and pedagogy. The development of TPACK has gradually turned to practical strategies and tried to find strategic ways to facilitate teachers to implement technology-assisted teaching.
This paper proposes a frequency-domain iterative soft decision feedback equalization (SDFE) scheme for multiple-input-multiple-output orthogonal frequency division multiplexing communication systems in multi-path fading channels. Error propagation can seriously affect the performance of the adaptive decision feedback equalization. We propose an iterative SDFE to not only combat error propagation but also be suitable for multilevel modulation systems. Under a Gaussian approximation of the a priori information and the SDFE output, the output of an equivalent AWGN channel and expressions for the a posteriori log likelihood ratio (LLR) and the extrinsic LLR are derived for multilevel modulation. In addition, we also investigate the iterative receivers by employing irregular low-density parity check codes (LDPC) and turbo codes. The performance of the LDPC-coded iterative receiver is better than that of the turbo-coded iterative receiver. Some simulation examples are given to show the effectiveness and comparisons of the proposed receiver.
Purpose This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project. Design/Approach/Methods We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants’ reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings We categorize teachers’ learning into five achievements: outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value As a longitudinal study, we more comprehensively record details about teachers’ learning by conducting their own research. Although school-university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.
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