Cheng, H.-J. (2016). A TL-TPACK model on CSL pre-service teachers’ competencies of online instruction. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 198- 225). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0483-2.ch011 Abstract: “This chapter aims to introduce the integration of TPACK into a Chinese pre-service…
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Yarnell, L., & Fusco, J. (2016). A framework for supporting in-service teachers to use domain-specific technologies for instruction. In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 324-356) Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1624-8.ch018 Abstract: “Domain-specific technologies, which are used for analysis, representation, and…
Comments closedWright, V. H., & Davis, A. (2016). Integrating technology in nurse education: Tools for professional development, teaching, and clinical experiences. In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 692-707). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch034 Abstract: “This chapter explores how nurse educators can better integrate…
Comments closedPsillos, D., & Paraskevas, A. (2016). Teachers’ views of technological pedagogical content knowledge: The case of compulsory education science in-service teachers. In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives(pp. 231-242). Switzerland: Springer International. Abstract retrieved from http://link.springer.com/chapter/10.1007/978-3-319-34127-9_17 Abstract: “This paper investigates the…
Comments closedPsillos, D. (2016). Development of a blended learning program and its pilot implementation for professional development of science teachers. In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives (pp. 189-200). Switzerland: Springer International. Abstract retrieved from http://link.springer.com/chapter/10.1007/978-3-319-34127-9_14 Abstract: “Teachers’ professional development (TPD) in the pedagogical…
Comments closedPapazoi, E., Papanikolaou, K. A., Gouli, E., & Grigoriadou, M. (2016). How personalization may benefit the learning design process with LAMS. In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives (pp. 119-130). Switzerland: Springer International. Abstract retrieved from http://link.springer.com/chapter/10.1007/978-3-319-34127-9_9 Abstract: “This study combines research…
Comments closedJang, J. E., & Lei, J. (2016). The impact of video self-analysis on the development of preservice teachers technological pedagogical content knowledge (TPACK). In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 1103-1119). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1624-8.ch052 Abstract: “Teachers often teach on…
Comments closedHennessey, S., Olofson, M. W., Swallow, M. J. C., & Downes, J. (2016). Evolving pedagogy and practice: The 1:1 mathematics classroom through a TPACK lens. In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 2005-2033). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1624-8.ch092 Abstract: “This chapter…
Comments closedDobozy, E., & Campbell, C. (2016). The complementary nature of learning design and TPACK. In J. Dalziel (Ed.), Learning design: conceptualizing a framework for teaching and learning online (pp. 96-116). Routledge. Abstract: “This chapter explores the concepts of Learning Design (LD) and Technological Pedagogical and Content Knowledge (TPACK) in an attempt to contribute greater clarity…
Comments closedTaylan, R. D. (2017). Promoting active learning in mathematics teacher education: The flipped classroom method and use of video content. In J. Keengwe, & P. Bull (Eds.), Handbook of research on transformative digital content and learning technologies (pp. 269-284). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2000-9.ch015 Abstract: “Teacher educators have a responsibility to help…
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