Chai, C. S., Koh, J. H. L., & Tsai, C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51. https://www.jstor.org/stable/jeductechsoci.16.2.31 Abstract: “This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of…
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Carlson, D. L. E. E., & Archambault, L. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing pre-service teachers to integrate content with VoiceThread technology. Teacher Education & Practice, 26(1), 117–142. https://www.learntechlib.org/p/114019/ Abstract: “Although there Is a vast research base on the literacy practices of adolescents and the issues surrounding…
Comments closedBose, S. (2013). Integrated teacher education programme for open distance learning: A model for development and implementation. Open Learning, 28(2), 120–134. http://doi.org/10.1080/02680513.2013.814534 Abstract: “Teacher education in India, including that offered by the open distance learning (ODL) system to thousands every year, imparts mainly pedagogic knowledge, although the need for integrated…
Comments closedBeeson, M. W., Journell, W., & Ayers, C. A. (2014). When using technology isn׳t enough: A comparison of high school civics teachers׳ TPCK in one-to-one laptop environments. The Journal of Social Studies Research, 38(3), 117-128. http://dx.doi.org/10.1016/j.jssr.2014.03.001 Abstract: “In this multiple case study, the authors compare the instruction of two high…
Comments closedBustamaimte, C., & Moeller, A. J. (2013). Exploring the unique case of a professional development program on Web 2.0 technologies for teachers of German. CALICO Journal, 30(1), 82–104. http://doi.org/10.11139/cj.30.1.82-104 Abstract: “This qualitative case study describes a unique online professional development program utilizing Web 2.0 technologies for teachers of German using the Technological…
Comments closedXiang, K., & Ning, L. (2014). Evaluating Chinese preservice mathematics teachers’ knowledge of integrating technology in teaching. Journal of Mathematics Education, 7(1), 48-58. http://educationforatoz.com/images/2014-Article_4-_Kun_Xiang_Lianhua_Ning.pdf Abstract: “This study investigates the profile of Chinese preservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) through a sample of 106 people. An adapted scale was…
Comments closedWetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89-103. http://doi.org/10.1080/21532974.2014.891877 Abstract: “In this action research study, we describe the implementation of a program to infuse technology in general methods courses…
Comments closedTseng, J. J. (2014). Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning. Advance online publication. http://doi.org/10.1080/09588221.2014.941369 Abstract: “Researchers have been keen to develop instruments for the assessment of teachers’ self-perceived technological pedagogical content knowledge (TPACK); however, few studies have been…
Comments closedStaus, N., Gillow-Wiles, H., & Niess, M. (2014). TPACK development in a three-year online master’s program: How do teacher perceptions align with classroom practice? Journal of Technology and Teacher Education, 22(3), 333-360. https://www.learntechlib.org/primary/p/114342/ Abstract: “A new primarily distance education Master’s degree program was focused on the development of technological pedagogical…
Comments closedSancar Tokmak, H. (2014). Preservice teachers’ perceptions on TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education. Advance online publication. http://doi.org/10.1080/1359866X.2014.939611 Abstract: “This qualitative case study aimed to investigate Early Childhood Education (ECE) preservice teachers’ perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational…
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