Agrati, L.S. (2017). Contenuti digitali e pratica di insegnamento: Lo studio di caso di un repository di scuola superiore di II grado. Annali online della Didattica e della Formazione Docente, 9(13), 195-213. Abstract: “Technological resources offer indisputable opportunities to teachers who want to renew the contents and strategies of their teaching and provide…
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Adam, A. (2017). A framework for seeking the connections between technology, pedagogy, and culture: A study in the Maldives. Journal of Open, Flexible and Distance Learning, 21(1), 35-51. Abstract: “Educational technology researchers have often overlooked the effect of culture on teachers’ use of digital technologies in their pedagogical practice. Several technology integration models,…
Comments closedZinger, D., Naranjo, A., Amador, I., Gilbertson, N., & Warschauer, M. (2017). A design-based research approach to improving professional development and teacher knowledge: The case of the Smithsonian Learning Lab. Contemporary Issues in Technology & Teacher Education, 17(3), 388–410. Retrieved from https://www.learntechlib.org/p/178235/. Abstract: “Incorporating technology in classrooms to promote student learning is an…
Comments closedYildiz, A., & Baltaci, S. (2017). Reflections from the lesson study for the development of techno-pedagogical competencies in teaching fractal geometry. European Journal of Educational Research, 6, 41–50. doi:10.12973/eu-jer.6.1.41 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological,…
Comments closedYildiz, A. (2017). The factors affecting techno-pedagogical competencies and critical thinking skills of preservice mathematics teachers. Malaysian Online Journal of Educational Sciences, 5(2), 66–81. Abstract: “Students’ high-level thinking skills, like critical thinking, have been developed thanks to the use of technology. When the previous researches in the literature are analyzed, it…
Comments closedYan, Z., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3755 Abstract: “This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection…
Comments closedXie, K., Kim, M., Cheng, S., & Luthy, N. (2017). Teacher professional development through digital content evaluation. Educational Technology Research & Development, 65(4), 1067– 1103. doi:10.1007/s11423-017-9519-0 Abstract: “In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in…
Comments closedVasinda, S., Ryter, D. A., Hathcock, S., & Wang, Q. (2017). Access is not enough: A collaborative autoethnographic study of affordances and challenges of teacher educators’ iPad integration in elementary education methods courses. Contemporary Issues in Technology and Teacher Education, 17(3), 411–431. Retrieved from https://www.learntechlib.org/p/173508/. Abstract: “Research indicates that preservice teachers’ understandings of how…
Comments closedVan Vaerenewyck, L. M., Shinas, V. H., & Steckel, B. (2017). Sarah’s story: One teacher’s enactment of TPACK+ in a history classroom. Literacy Research and Instruction, 56(2), 158–175. doi:10.1080/19388071.2016.1269267 Abstract: “This article presents a descriptive case study that describes a secondary history teacher’s expression of sociocultural-oriented technological pedagogical content knowledge (TPACK)…
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