Newman, D. L. (2013). Changing the face of ELA classrooms: A case study of TPACK professional development. In J. Keengwe (Ed.), Research perspectives and best practices in educational technology integration (pp. 270-287). IGI Global. http://doi.org/10.4018/978-1-4666-2988-2.ch014 Abstract: “This chapter looks at the delivery of professional development on technological pedagogical content knowledge…
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Meyer, M., Nowak, H., Zill, L. H., Dempsey, J. C., Hyatt, J., Omniewski, R., Wilkerson, C., Bogatova, T., Miller, J.A., & Tomlinson, M.A.(2013). The art in action project. In M. B. Gregerson, H. T. Snyder, & J. C. Kaufman (Eds.), Teaching creatively and teaching creativity (pp. 37-50). Springer. http://www.springer.com/psychology/book/978-1-4614-5184-6 Abstract: “Art in…
Comments closedIncikabi, L., & Tokmak, H. S. (2013). Integrating technology into mathematics teaching: A TPACK (technological, pedagogical, content knowledge)-based course design for college students. In J. Keengwe (Ed.), Research perspectives and best practices in educational technology integration (pp. 288-303). IGI Global. http://doi.org/10.4018/978-1-4666-2988-2.ch015 Abstract: “The relationships between content, pedagogy, and technology are…
Comments closedHubber, P., & Loong, E. (2013). Increasing learner engagement of learning technologies and science TPACK through representational challenges. In C. Wankel, & P. Blessinger (Eds.) Increasing student engagement and retention in e-learning environments: Web 2.0 and blended learning technologies (pp. 83-112). Emerald Group Publishing Limited. http://doi.org/10.1108/S2044-9968(2013)000006G006 Abstract: “There have been…
Comments closedZhan, Y., Quan, J., & Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1, 199-212. http://doi.org/10.1504/IJSMILE.2013.053600 Abstract: “Based on the research theories and methods of the TPACK model, an empirical…
Comments closedWu, Y-T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3), E73-E76. http://doi.org/10.1111/j.1467-8535.2012.01349.x Abstract (excerpt): “The TPACK framework has been recognized as an important theoretical foundation for technology integration research,…
Comments closedWhite, B., & Geer, R. (2013). Preservice teachers [sic] experience with online modules about TPACK. Australian Educational Computing, 27(3), 124-132. Abstract: “Despite the fact that Information and Communication Technology (ICT) is valued as a tool for learning, the modelling [sic] for preservice teachers of ICT integration in the curriculum areas…
Comments closedTokmak, H. S. (2013). Changing preschool teacher candidates’ perceptions about technology integration in a TPACK-based material design course. Education as Change, 17(1), 115-129. http://doi.org/10.1080/16823206.2013.773927 Abstract: “This qualitative case study investigates how preschool teacher candidates’ perceptions about technology integration change during the technology-rich Material Design course that was based on the…
Comments closedTerry, L., Mishra, P., Henriksen, D., Wolf, L., & Kereluik, K. (2013). The reciprocal relationship between technology and psychology. Tech Trends: Linking Research & Practice to Improve Learning, 57(3), 34-39. http://doi.org/10.1007/s11528-013-0660-2 Abstract: “This article describes the design and implementation of the year 2 curriculum and student learning experiences in the…
Comments closedShih, C-L., & Chuang, H-H. (2013). The development and validation of an instrument for assessing college students’ perceptions of faculty knowledge in technology-supported class environments. Computers & Education, 63, 109-118. http://doi.org/10.1016/j.compedu.2012.11.021 Abstract: “Research in the area of educational technology has argued that the technological pedagogical content knowledge of faculty is…
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