Niess, M. & Gillow-Wiles, H. (2014). Transforming teachers’ knowledge focused on student thinking with technologies using a learning trajectory instructional approach. Journal of Technology and Teacher Education, 22(4), 497-520. https://www.learntechlib.org/primary/p/114404/ Abstract: “This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical…
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Ndongfack, M. N. (2015). Teacher profession development on technology integration using the mastery of active and shared learning for techno-pedagogy (MASLEPT) model. Creative Education, 6(3), 295-308. https://doi.org/10.4236/ce.2015.63028 Abstract: “As various learning technologies increasingly become available in schools, teachers are not using them for instructional purposes. Many studies have indicated that…
Comments closedMartin, B. (2015). Successful implementation of TPACK in teacher preparation programs. International Journal on Integrating Technology in Education, 4(1), 17-26. http://airccse.org/journal/ijite/papers/4115ijite02.pdf Abstract: “Today’s teacher education programs should be providing pre-service teachers with ample preparation in shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert & Gong (2010)…
Comments closedManfra, M.M., & Spires, H.A. (2013). Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program. Contemporary Issues in Technology and Teacher Education, 13(4), 386-418. http://www.citejournal.org/vol13/iss4/general/article1.cfm Abstract: “This study offers a new way to assess TPACK within the context of a graduate program revitalized to focus on…
Comments closedKrauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. D. (2014). Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230-243. https://doi.org/10.1016/j.stueduc.2014.05.002 Abstract: “The aim of this study was to investigate…
Comments closedKimmons, R. (2015). Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53-77. https://www.learntechlib.org/primary/p/130072/ Abstract: “TPACK (Technological Pedagogical and Content Knowledge) has quickly become popular amongst researchers and practitioners as a framework for understanding necessary teacher knowledge for supporting effective technology integration. Utilization of TPACK, however, has generally been…
Comments closedKennedy, J. (2015). Using TPCK as a scaffold to self-assess the novice online teaching experience. Distance Education, 36(1), 148-154. https://doi.org/10.1080/01587919.2015.1019964 Abstract: “How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by…
Comments closedHolland, D. D., & Piper, R. T. (2014). A technology integration education (TIE) model: Millennial preservice teachers’ motivations about technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Educational Computing Research, 51(3), 257-294. https://doi.org/10.2190/EC.51.3.a Abstract: “Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human…
Comments closedHarr, N., Eichler, A., & Renkl, A. (2014). Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics. Frontiers in Psychology, 5, 924. https://doi.org/10.3389/fpsyg.2014.00924 Abstract: “In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being…
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