Koh, J. H. L. (2018). Articulating teachers’ creation of technological, pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science and Mathematics Education, 17, 1195–1212. https://doi.org/10.1007/s10763-018-9914-y Abstract: “Research studies have found that mathematics teachers face challenges when designing technology-integrated lessons to support mathematical inquiry with authentic…
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Kim, S. (2018). Technological, pedagogical, and content knowledge (TPACK) and beliefs of preservice secondary mathematics teachers: Examining the relationships. Eurasia Journal of Mathematics, Science, and Technology Education, 14(10), 1–24. https://doi.org/10.29333/ejmste/93179 Abstract: “The purpose of this paper is to examine the relationships between preservice secondary mathematics teachers’ beliefs and knowledge regarding teaching mathematics with technology. By…
Comments closedKaralar, H., & Aslan Altan, B. (2018). New technologies in microteaching: Is it possible for web 2.0 tools to affect prospective teachers’ web pedagogical content knowledge and teacher self-efficacy? International Online Journal of Education and Teaching (IOJET), 5(3), 535–551. Retrieved from http://iojet.org/index.php/IOJET/article/view/353 Abstract: “The purpose of this study was to determine the effect of…
Comments closedJones, S. J. (2017). Technology in the Montessori classroom: Teachers’ beliefs and technology use. Journal of Montessori Research, 3, 16–29. https://doi.org/10.17161/jomr.v3i1.6458 Abstract: “As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four…
Comments closedJimenez, J. D., & Moorhead, L. (2017). Recasting the history textbook as an e-book: The collaborative creation of student-authored interactive texts. The History Teacher, 50(4), 565–595. Retrieved from http://www.societyforhistoryeducation.org/pdfs/A17_Jimenez_and_Moorhead.pdf Abstract: “In millions of households across the world, many teenagers will come home from school to enthusiastically design content to post on social media sites.…
Comments closedHaston, W. (2018). In-service music teachers’ self-perceived sources of of pedagogical content knowledge.Bulletin of the Council for Research in Music Education, 217, 45–66. https://doi.org/10.5406/bulcouresmusedu.217.0045 Abstract: “The purpose of this multiple case study was to examine the perceived sources of identifiable pedagogical content knowledge (PCK) used by 5 in-service secondary band teachers. Participants agreed…
Comments closedGuler, M., & Celik, D. (2018). Uncovering the relation between CK and PCK: An investigation of preservice elementary mathematics teachers’ algebra teaching knowledge. REDIMAT – Journal of Research in Mathematics Education, 7(2), 162–194. https://doi.org/10.17583/redimat.2018.2575 Abstract: “This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK…
Comments closedGonzales, A. L. (2018). Exploring technological, pedagogical, and content knowledge (TPACK) and self-efficacy belief of senior high school biology teachers in Batangas City. The Palawan Scientist, 10, 29–47. Retrieved from http://www.palawanscientist.org/tps/wp-content/uploads/2018/07/3_Gonzales_-Palawan-Scientist_2018.pdf Abstract: “Teachers are considered as one of the key factors in the educational process, especially, in the implementation of a new curriculum.…
Comments closedEkrem, S., & Recep, C. (2014). Examining preservice EFT teachers’ TPACK competencies in Turkey. Journal of Educators Online, 11(2). https://doi.org/10.9743/JEO.2014.2.2 Abstract: “The purpose of the study was to understand the TPACK (Technological Pedagogical Content Knowledge) competency of preservice English teachers and to determine whether there were any significant differences in terms of gender…
Comments closedDysart, S. A., & Weckerle, C. (2015). Professional development in higher education: A model for meaningful technology integration. Journal of Information Technology Education: Innovations in Practice, 14, 255–265. Retrieved from https://www.informingscience.org/Publications/2326 Abstract: “While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing…
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