Petersen, A. R. (2016). Developing TPACK: A study of new interactive whiteboard implementers (Master’s thesis, Hamline University). Abstract retrieved from http://digitalcommons.hamline.edu/hse_all/4172/ Abstract: “Typical professional development for teachers implementing new technologies has been limited to technology knowledge, largely excluding pedagogical and content knowledge. This capstone investigates the process of developing Technological Pedagogical Content Knowledge…
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Ocak, C. (2016). Observable indicators of technological pedagogical content knowledge (TPACK) in science classrooms through video research (Master’s thesis, Middle East Technical University). Retrieved from http://etd.lib.metu.edu.tr/upload/12620160/index.pdf Abstract: “The purpose of the study was to examine the observable indicators of science teachers’ technological pedagogical content knowledge (TPACK) through a multiple case study with video research.…
Comments closedKeegan, J. (2016). Teacher preferences on technology use using the iTEaCH implementation model: A case study in a Tanzanian private school (Doctoral dissertation, University of New England). Retrieved from http://dune.une.edu/cgi/viewcontent.cgi?article=1074&context=theses Abstract: “To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change,…
Comments closedKaaki, W. (2016). The relationship between part-time online faculty’s technological, pedagogical, and content knowledge and student grades (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10129025) Abstract: “Current research from 2010–2016 indicates online learner grades have dropped at for- profit virtual institutions. During this same period, part-time online…
Comments closedBixler, S. G. (2016). One-to-one iPad technology in the middle school mathematics and science classrooms (Doctoral dissertation, University of Kentucky). Retrieved from http://uknowledge.uky.edu/edsc_etds/14/ Abstract: “Science, technology, engineering, and mathematics (STEM) education has become an emphasized component of PreK-12 education in the United States. The US is struggling to produce enough science, mathematics, and…
Comments closedWang, W., & Feng, L. (2016). Technology standards for Chinese language teacher education. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teaches for next-generation education (pp. 38-54). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0483-2.ch003 Abstract: “Guided by the TPACK theory (Mishra & Koehler, 2006), this chapter reviews and compares the technology…
Comments closedSun, Z., You, J., Song, W., Qu, Z., & Luo L. (2016). Identifying the contributors to improve mobile-based TPACK competency of elementary school teaches in China. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 74-91). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0483-2.ch005 Abstract: “Self-Efficacy (SE) and…
Comments closedNtuli, E., & Nyarambi, A. (2016). Learner-centered pedagogy in technology integrated classrooms: An agenda for teacher preparation and professional development. In J. Keengwe, & G. Onchwari (Eds.), Handbook of research on learner-centered pedagogy in teacher education and professional development (pp. 291-308). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0892-2.ch016 Abstract: “Research evidence exists to support…
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