MaKinster, J., & Trautmann, N. (2014). The nature of teacher knowledge necessary for the effective use of geospatial technologies to teach science. In J. MaKinster, N. Trautmann, & M. Barnett (Eds.), Teaching science and investigating environmental issues with geospatial technology: Designing effective professional development for teachers (pp. 333-353). Springer. http://doi.org/10.1007/978-90-481-3931-6_20…
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MaKinster, J., & Trautmann, N. (2014). Understanding the use of geospatial technologies to teach science: TPACK as a lens for effective teaching. In J. MaKinster, N. Trautmann, & M. Barnett, (Eds.), Teaching science and investigating environmental issues with geospatial technology: Designing effective professional development for teachers (pp. 269-286). Springer. http://doi.org/10.1007/978-90-481-3931-6_16…
Comments closedTrautmann, N., & MaKinster, J. (2014). Meeting teachers where they are and helping them achieve their geospatial goals. In J. MaKinster, N. Trautmann, & M. Barnett, (Eds.), Teaching science and investigating environmental issues with geospatial technology: Designing effective professional development for teachers (pp. 51-64). Springer. http://doi.org/10.1007/978-90-481-3931-6_4 Abstract: “This chapter presents…
Comments closedMcComas, W. F. (2014). Technological pedagogical content knowledge. In W. F. McComas (Ed.), The language of science education: An expanded glossary of key terms and concepts in science teaching and learning (p. 106). SensePublishers. http://doi.org/10.1007/978-94-6209-497-0 Abstract: “TPACK is expanded from Shulman’s (1986) work in defined types of teacher knowledge and…
Comments closedChai, C. S., & Tsai, C. C. (2013). Looking back at the future school journey. In L. Y. Tay & C. P. Lim (Eds.), Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore (pp. 195-199). SensePublishers. http://doi.org/10.1007/978-94-6209-086-6 Abstract: “The proliferation of computers has transformed all aspects of…
Comments closedDevedzic, V. (2014). Technology enhanced learning – The wild, the innocent and the E Street shuffle. In V. Trajkovik & M. Anastas (Eds.), ICT Innovations 2013: ICT Innovations and Education (Vol. 231, pp. 1–15). Springer. http://doi.org/10.1007/978-3-319-01466-1_1 Abstract: “Although Technology Enhanced Learning (TEL) is still developing and attracts a lot of…
Comments closedKoehler, M., Mishra, P., Kereluik, K., Shin, T., & Graham, C. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer. http://doi.org/10.1007/978-1-4614-3185-5_9 Abstract: “In this chapter, we introduce…
Comments closedRuthven, K. (2014). Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 373–393). Springer. http://doi.org/10.1007/978-94-007-4638-1_16 Abstract: “This chapter examines contemporary frameworks for analysing teacher expertise which…
Comments closedAnsyari, M. F. (2013). In-service teacher professional development arrangements for technology integration: Some critical considerations. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(4), 340-343. http://doi.org/10.7763/IJEEEE.2013.V3.255 Abstract: “Professional development arrangements for technology are essential for teacher capacity to improve students’ achievement. Technological Pedagogical Content Knowledge (TPACK) framework which represents teachers’ knowledge…
Comments closedTzavara, A., & Komis, V. (2014). Design and implementation of educational scenarios with the integration of TDCK: A case study at a department of early childhood education. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 209-224). Springer. https://doi.org/10.1007/978-1-4899-8080-9_10 Abstract: “Studies worldwide indicate that while the question…
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