Ledford, D. M. (2016). Development of a professional learning framework to improve teacher practice in technology integration (Doctoral dissertation, Boise State University). Retrieved fromhttp://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2159&context=td Abstract: “Technology is now considered a critical component and an integral part of a high quality education (Ertmer & Ottenbreit-Leftwich, 2010). Teachers must be equipped to handle the…
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Farrell, I. (2016). Examining the relationship between technological pedagogical content knowledge (TPACK) and student achievement utilizing the Florida value-added model (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10107756). Abstract: “The purpose of this study was to examine the relationship between the TPACK of in-service teachers and student…
Comments closedVarela, K. D. (2016). Museum resources and mobile technology in the classroom curriculum [Master’s thesis, University of Texas at Austin]. The University of Texas at Austin Texas Scholar Works. https://repositories.lib.utexas.edu/handle/2152/39437 Abstract: “In the United States, both Common Core standards and 21st century learning skills are dictating educational policy, while teachers…
Comments closedVandykgibson, J. L. (2016). K-12 educational technology implementations: A Delphi study (Doctoral dissertation, Walden University). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3802&context=dissertations Abstract: “The use of educational technologies is a key component of education reform. In its current national technology plan, Future Ready Learning: Reimagining the Role of Technology in Education, the U.S. Department of Education asserts…
Comments closedSickel, J. L. (2016). TPACK development in science teacher preparation: A case study in Queensland, Australia (Doctoral dissertation, Ohio University). Abstract retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586 Abstract: “This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized university in Queensland, Australia. TPACK…
Comments closedPoyo, S. R. (2016). Transforming traditional practices of teacher preparation to meet changing needs of digital learners: A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10109526) Abstract: “Changes in the field of education…
Comments closedPetersen, A. R. (2016). Developing TPACK: A study of new interactive whiteboard implementers (Master’s thesis, Hamline University). Abstract retrieved from http://digitalcommons.hamline.edu/hse_all/4172/ Abstract: “Typical professional development for teachers implementing new technologies has been limited to technology knowledge, largely excluding pedagogical and content knowledge. This capstone investigates the process of developing Technological Pedagogical Content Knowledge…
Comments closedOcak, C. (2016). Observable indicators of technological pedagogical content knowledge (TPACK) in science classrooms through video research (Master’s thesis, Middle East Technical University). Retrieved from http://etd.lib.metu.edu.tr/upload/12620160/index.pdf Abstract: “The purpose of the study was to examine the observable indicators of science teachers’ technological pedagogical content knowledge (TPACK) through a multiple case study with video research.…
Comments closedKeegan, J. (2016). Teacher preferences on technology use using the iTEaCH implementation model: A case study in a Tanzanian private school (Doctoral dissertation, University of New England). Retrieved from http://dune.une.edu/cgi/viewcontent.cgi?article=1074&context=theses Abstract: “To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change,…
Comments closedKaaki, W. (2016). The relationship between part-time online faculty’s technological, pedagogical, and content knowledge and student grades (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10129025) Abstract: “Current research from 2010–2016 indicates online learner grades have dropped at for- profit virtual institutions. During this same period, part-time online…
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