Lowder, L. (2013). Building technological pedagogical content knowledge (TPACK) among pre-service teachers in a science methods course using action research (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3647924) Abstract: “In this study I investigated the problem of helping my pre-service elementary science teachers to develop the skills necessary…
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Kontkanen, S. (2018). Starting points of pre-service teachers’ technological pedagogical content knowledge (TPACK): Introducing a proto-TPACK model (Doctoral dissertation, University of Eastern Finland, Joensuu, Finland). Retrieved from http://epublications.uef.fi/pub/urn_isbn_978-952-61-2808-5/index_en.html Abstract: “This dissertation focuses on pre-service teachers and upper secondary school students as users of Information and communication technologies (ICT) in education from the point of…
Comments closedCubos, B. A. C. (2018). Training of teachers: Analysis of training in platforms through the TPACK model (Doctoral thesis, National Pedagogical University, San Luis Potosí, Mexico). https://doi.org/10.13140/rg.2.2.21252.58245 Abstract (partial): “From the year 2014, the country faces the professionalization of teachers, having two profiles in its ranks, those who are graduates of the Normal Schools…
Comments closedUnten, T. D. B. (2018). Community college online math instructors’ perceptions of the TPACK framework (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10936044) Abstract: “Community college online mathematics courses have the highest course attrition rates among all subject matters and degree levels. The problem could be addressed through…
Comments closedSwinton, A. M. C. (2018). World language teacher education and web-enhanced language learning (WELL): How k-12 world language teachers learn to effectively use (WELL) technologies in the classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10837442) Abstract: “The purpose of this mixed methods study was to find…
Comments closedRaper, R. C. (2018). The relationship between secondary teachers’ technological pedagogical content knowledge and technology integration factors (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13422418) Abstract: “Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes…
Comments closedPrice, E. Y. (2018). Exploring teachers’ perceptions of professional development for a blended learning environment: A qualitative case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934226) Abstract: “Blended learning is gaining momentum in K-12 schools, and teachers are required to make a paradigm shift in instructional practices…
Comments closedKaplon-Schilis, A. (2018). Development and transfer of technological pedagogical content knowledge (TPACK) of special education teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934201) Abstract: “This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The…
Comments closedHruska, J. D. (2018). Investigating faculty perceptions of technological, pedagogical, and content knowledge (TPaCK) at a newly established university (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10748716) Abstract: “This dissertation is in response to Garrett’s (2014) dissertation on “A Quantitative Study of Higher Education Faculty Self-Assessments of Technological, Pedagogical, and…
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