Ruthven, 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…
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Ansyari, 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…
Comments closedTerpstra, M. (2014). TPACKtivity: An activity-theory lens for examining TPACK development. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 63-88). Springer. https://doi.org/10.1007/978-1-4899-8080-9_4 Abstract: “TPACKtivity is discussed as a means to examine preservice teachers’ TPACK development. TPACKtivity employs activity theory to identify objectives, mediating tools, rules and…
Comments closedTee, M. Y., & Lee, S. S. (2014). Making tacit knowledge and practices more explicit for the development of TPACK. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 269-283). Springer. https://doi.org/10.1007/978-1-4899-8080-9_14 Abstract: “This action research study explored an approach to better facilitate the development of teachers’…
Comments closednetworked inquiry learning in science: Looking back and moving forward. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 193-207). New York: Springer. https://doi.org/10.1007/978-1-4899-8080-9_9 Abstract: “The notion that teachers and students can incorporate digital technology to support science investigations and enhance learning experiences has received considerable interest…
Comments closedNiess, M. L. (2014). Transforming teachers’ knowledge: Learning trajectories for advancing teacher education for teaching with technology. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 19-37). Springer. https://doi.org/10.1007/978-1-4899-8080-9_2 Abstract: “Technological pedagogical content knowledge (identified by TPCK and/or TPACK) describes teachers’ knowledge for teaching with technologies. Four…
Comments closedMouza, C., & Karchmer-Klein, R. (2014). Designing effective technology preparation opportunities for preservice teachers. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 115-136). Springer. https://doi.org/10.1007/978-1-4899-8080-9_6 Abstract: “In this chapter, we present one approach to the design of standalone educational technology courses that is aligned with research-based…
Comments closedLyublinskaya, I., & Tournaki, N. (2014). Preparing special education teachers to teach mathematics and science with technology: A study of teachers’ surveys and lesson plans. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2014 (pp. 19-26). AACE. Abstract: “This study focuses on the development…
Comments closedKrauskopf, K., Zahn, C., & Hesse, F. (2014). Cognitive processes underlying TPCK: Mental models, cognitive transformation, and meta-conceptual awareness. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 41-61). Springer. https://doi.org/10.1007/978-1-4899-8080-9_3 Abstract: “In this chapter, the authors aim at theoretically developing the TPCK framework toward a process-oriented…
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