Niess, M. L., & Gillow-Wiles, H. (2016). Mathematics teachers’ knowledge-of-practice with technologies in an online masters’ program: Scoop action research experiences and reflections. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 463-492). IGI Global. http://doi.org/10.4018/978-1-5225-0120-6.ch018 Abstract: “As teacher education leverages online…
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Milner-Bolotin, M. (2015). Technology-enhanced teacher education for [the] 21st century: Challenges and possibilities. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education (pp. 133-153). Springer. http://doi.org/10.1007/978-3-319-02573-5_8 Abstract: “Science, Technology, Engineering, Art and Mathematics (STEAM) education goals have transformed dramatically during the last half of the century. Presently,…
Comments closedFlores, A., Park, J., & Bernhardt, S. A. (2016). Learning mathematics and technology through inquiry, cooperation, and communication: A learning trajectory for future mathematics teachers. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 324-352). IGI Global. http://doi.org/10.4018/978-1-5225-0120-6.ch013 Abstract: “This chapter describes…
Comments closedEdson, A. J., & Thomas, A. (2016). Transforming preservice mathematics teacher knowledge for and with the curriculum: The case of digital instructional materials. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 215-240). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch009 Abstract: “In a curriculum system, instructional…
Comments closedDick, T. P., & Burrill, G. F. (2016). Design and implementation principles for dynamic interactive mathematics technologies. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 23-51). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch002 Abstract: “Design and implementation principles are described for choosing and using dynamic…
Comments closedNiess, M. L., Driskell, S. O., & Hollebrands, K. F. (2016). Handbook of research on transforming mathematics teacher education in the digital age. IGI Global. http://dx.doi.org/10.4018/978-1-5225-0120-6 Abstract: “The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement…
Comments closedWard, C. L. & Kushner Benson, S. N. (2010). Developing new schemas for online teaching and learning: TPACK. Journal of Online Learning and Teaching, 6(2). http://jolt.merlot.org/vol6no2/ward_0610.htm Abstract: “Online education has grown dramatically over the past decade, as have the technology applications that support these environments. Although technology applications are an important consideration in online…
Comments closedVoogt, J., & McKenney, S. (2016). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy, and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730 Abstract: “This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively…
Comments closedRoig-Vila, R., Mengual-Andres, S., & Quinto-Medrano, P. (2016). Primary teachers’ technological, pedagogical, content knowledge. Comunicar, 45(23), 151-159. http://doi.org/10.3916/C45-2015-16 Abstract: “The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the…
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