Brockhausen, C. M. (2018). The development of teacher knowledge of teaching multimodal argument to students with learning disabilities (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10937760) Abstract: “The purpose of this qualitative case study was to understand how an English Language Arts (ELA) teacher of 7th and 8th grade students with…
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Yu, P. W. D., & Golden, J. (2019). Developing TPACK in elementary mathematics education: A framework to design activities with pre-service teachers. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 47–68). https://doi.org/10.4018/978-1-5225-7001-1.ch003 Abstract: “Two case stories are given of how technological pedagogical…
Comments closedWilton, L., & Brett, C. (2019). Beyond apps in pre-service education: Unpacking perceptions of TPACK and global competencies. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 69–91). https://doi.org/10.4018/978-1-5225-7001-1.ch004 Abstract: “This chapter presents a multiyear case study in a two-year graduate teacher education…
Comments closedWang, W., & Feng, L. (2019). Technology standards for Chinese language teacher education. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 256–272). https://doi.org/10.4018/978-1-5225-7918-2.ch012 Abstract: “Guided by the TPACK theory (Mishra & Koehler, 2006), this chapter reviews and compares the technology standards related to and designed for teachers of Chinese as…
Comments closedWan, A., & Ivy, J. (2019). Adding a new dimension to teaching mathematics educators. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 390–412). https://doi.org/10.4018/978-1-5225-7001-1.ch018 Abstract: “Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to…
Comments closedThomas, A., & Trainin, G. (2019). Creating laboratories of practice for developing preservice elementary teachers’ TPACK: A programmatic approach. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 155–172). https://doi.org/10.4018/978-1-5225-7001-1.ch008 Abstract: “This case study outlines the components and outcomes of a program-wide approach…
Comments closedSuh, J. M., Sprague, D. R., & Baker, C. K. (2019). Transforming mathematics teacher knowledge in the digital age through iterative design of course-based projects. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 347–371). https://doi.org/10.4018/978-1-5225-7918-2.ch017 Abstract: “This research in this chapter highlights a self-study of three university faculty members who were…
Comments closedSprague, D. S., & Katradis, M. (2019). The transference between elementary preservice teachers’ courses and technology use in teaching. In Information Resources Management Association (Ed.), Pre-service and in-service teacher education: Concepts, methodologies, tools, and applications (pp. 1459–1489). https://doi.org/10.4018/978-1-5225-7305-0.ch068 Abstract: “This mixed-method study explored a cohort of 18 preservice elementary teachers’ perceptions of technology and their abilities…
Comments closedSmits, A., Voogt, J., & van Velze, L. (2019). The development of technology integration in a graduate course for practicing teachers. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 92–112). https://doi.org/10.4018/978-1-5225-7001-1.ch005 Abstract: “This chapter describes the design and outcomes of a…
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