Anderson, B. A. (2012). Testing the effectiveness of professional development for integrating technology in an urban Iowa middle school (Publication No. 3532953) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of this quantitative one-group pretest-posttest design study was to test the effectiveness of professional development for…
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Alshehri, K. A. (2012). The influence of mathematics teachers’ knowledge in technology, pedagogy and content (TPACK) on their teaching effectiveness in Saudi public schools (Publication No. 3541570) [Doctoral dissertation, University of Kansas]. Proquest Dissertations & Theses Global. Abstract: “Many researchers including (Hill et al., 2008; McCray & Chen, 2012) have…
Comments closedLaw, N., Yuen, A., & Fox, R. (2011). Educational innovations beyond technology: Nurturing leadership and establishing learning organizations. Springer Science + Business Media. https://doi.org/10.1007/978-0-387-71148-5_11 Abstract: The text explores the concept of innovation, and analyse and compare different dimensions of innovation found in the various case studies; the transfer of innovation…
Comments closedYoung, J. R., Young, J. L., & Shaker, Z. (2012). Technological pedagogical content knowledge (TPACK) literature using confidence intervals. Techtrends: Linking Research & Practice to Improve Learning, 56(5), 25-33. https://doi.org/10.1007/s11528-012-0600-6 Abstract: “The validity and reliability of Technological Pedagogical Content Knowledge (TPACK) as a framework to measure the extent to which…
Comments closedSchmidt-Crawford, D. A., Thompson, A. D., & Lindstrom, D. (2012). Mobile technology: Challenges and opportunities for teacher education. Journal of Digital Learning in Teacher Education, 29(1), 3. https://doi.org/10.1080/21532974.2012.10784697 Abstract: “It is evident that mobile technology is gaining speed in education and is something that we, as teacher educators, should be…
Comments closedMagana, A. J., Brophy, S. P., & Bodner, G. M. (2012). Student views of engineering professors’ technological pedagogical content knowledge for integrating computational simulation tools in nanoscale science and engineering. International Journal of Engineering Education, 28(5), 1033-1045. https://www.ijee.ie/latestissues/Vol28-5/06_ijee2636ns.pdf Abstract: “The ability to explore the physical world at the nanoscale has…
Comments closedLu, L., & Lei, J. (2012). Using live dual modeling to help preservice teachers develop TPACK. Journal of Digital Learning in Teacher Education, 29(1), 14-22. https://doi.org/10.1080/21532974.2012.10784699 Abstract: “To help preservice teachers learn about teaching with technology – specifically, technological pedagogical content knowledge (TPACK) – the researchers designed and implemented a…
Comments closedLinton, J. N. (2012). TPACK as a framework for collaborative inquiry in the learning commons. Teacher Librarian, 39(6), 25-29. Abstract: “The roles of library and teacher librarian are evolving as schools are faced with new technology and the challenges that accompany attempts to integrate technology effectively. This article explores the…
Comments closedHosseini, Z., & Tee, M. Y. (2012). Conditions influencing development of teachers’ knowledge for technology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications, 3(1), pp. 91-101. https://www.researchgate.net/publication/309493270_Conditions_Influencing_Development_of_Teachers’_Knowledge_for_Technology_Integration_in_Teaching Abstract: “In spite of the availability and accessibility of computers in almost every school, college and university, computer technology…
Comments closedHosseini, Z., & Kamal, A. (2012). Developing an instrument to measure perceived technology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications, 3(1), pp. 78-89. Abstract: “Many studies have highlighted the huge difference between having technology skills and effectively using technology for teaching. However, evaluating teachers’ knowledge…
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