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teaching by proposing the Technological Pedagogical Content Knowledge Framework (TPACK), arguing that meaningful ICT inclusion rests on the synthesis of teachers' pedagogical and content knowledge both in terms of subject-specific methodology and technical

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studies were asked to elaborate on their professional reasoning for ICT inclusion in their classrooms. Most of them agreed with the principles of meaningful technology use and were in alignment with TPACK theory ( Koehler et al., 2014 ), stating that ICT

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