Raper, R. C. (2018). The relationship between secondary teachers’ technological pedagogical content knowledge and technology integration factors (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13422418) Abstract: “Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes…
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Price, E. Y. (2018). Exploring teachers’ perceptions of professional development for a blended learning environment: A qualitative case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934226) Abstract: “Blended learning is gaining momentum in K-12 schools, and teachers are required to make a paradigm shift in instructional practices…
Comments closedKaplon-Schilis, A. (2018). Development and transfer of technological pedagogical content knowledge (TPACK) of special education teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934201) Abstract: “This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The…
Comments closedHruska, J. D. (2018). Investigating faculty perceptions of technological, pedagogical, and content knowledge (TPaCK) at a newly established university (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10748716) Abstract: “This dissertation is in response to Garrett’s (2014) dissertation on “A Quantitative Study of Higher Education Faculty Self-Assessments of Technological, Pedagogical, and…
Comments closedHammett, V. L. (2018). Faculty integrating technology into higher education courses: A quantitative analysis (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10933524) Abstract: “Faculty Integrating Technology into Higher Education Courses: A Quantitative Analysis (August 2018) Victoria L. Hammett, B.S., North Carolina A&T State University; M.S., North Carolina A&T…
Comments closedHall, J. (2018). Comparison of the first principles of instruction in flipped and face-to-face technology integration courses (Doctoral dissertation). Retrieved from https://surface.syr.edu/etd/918 Abstract: “This dissertation examines the impact of the First Principles of Instruction (FPI) model when applied to face-to-face (F2F) and flipped technology integration courses. Through this investigation, I demonstrate how the FPI…
Comments closedFrier, A. (2018). Beyond replicative technology: The digital practices of students with literacy-related learning difficulties engaged in productive technologies (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10840086) Abstract: “In this dissertation, I present the findings from a qualitative case study of the digital literacy integration of a teacher…
Comments closedFox, A. (2018). Middle school teachers’ technology integration (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 1095763) Abstract: “Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment…
Comments closedCarroll, K. D. (2018). The transition from traditional to virtual platform in the military school system(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database (UMI No. 10790955) Abstract: “The purpose of this qualitative single case study was to examine the experiences of instructors and school leaders as they transformed a 2-week program…
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