Alzahrani, A. A. (2014). The effects of instructors’ technological, pedagogical, and content knowledge (TPACK) on online courses [Doctoral dissertation, Texas Tech University]. TTU DSpace Repository. http://hdl.handle.net/2346/58720 Abstract: “This study examined the current status of instructors’ technological, pedagogical, and content knowledge (TPACK) in online courses at King Abdulaziz University in order…
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Lu, L. (2014). Learning by design: Technology preparation for “digital native” preservice teachers (Publication No. 3620477) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations & Theses Global. Abstract: “Effective technology integration in teaching requires teachers to construct technological pedagogical content knowledge (TPACK). To help teachers develop TPACK, the learning environment must address…
Comments closedOwusu, K. A. (2014). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge [Doctoral dissertation, University of Canterbury]. UC Library. http://dx.doi.org/10.26021/9671 Abstract: “Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was…
Comments closedTai, S. (2013). From TPACK-in-action workshops to English classrooms: CALL competencies developed and adopted into classroom teaching (Publication No. 3597398) [Doctoral dissertation, Iowa State University]. ProQuest Dissertations & Theses Global. Abstract: “As researchers in the CALL teacher education field noted, teachers play the pivotal role in the language learning classrooms because…
Comments closedHunter, J. (2013). Exploring technology integration in teachers’ classrooms in NSW public schools [Doctoral dissertation, University of Western Sydney. Western Sydney University Research Direct Library. http://researchdirect.uws.edu.au/islandora/object/uws:18801 Abstract: “This thesis took the TPACK framework (Mishra & Koehler, 2006) as its theoretical starting point and posed the question: how do a group of…
Comments closedHallissy, M.P. (2014). Building teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials –a case study from Hibernia College. [Doctoral dissertation, University of London]. https://www.academia.edu/9427758/Building_teacher_professionalism_in_teaching-learning_interactions_between_online_tutors_and_learners_during_synchronous_tutorials_a_case_study_from_Hibernia_College Abstract: “This case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters…
Comments closedGarrett, K. N. (2014). A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (TPaCK) and technology training (Publication No. 3639104) [Doctoral dissertation, The University of Alabama]. ProQuest Dissertations & Theses Global. Abstract: “Growing use of technology in the 21st century, the age of the millennial learners, has introduced…
Comments closedFox, T. B. (2014). Examining health professional educators’ adoption of learning-centered pedagogy and instructional technologies (Publication No. 3624479) [Doctoral dissertation, Drexel University). ProQuest Dissertations & Theses Global. Abstract: “This mixed-methods study explored the extent to which health professions educators use instructional technologies and learning-centered pedagogical methods. Within the health professions, there…
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