Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020 Abstract: “The purpose of this study is to describe an integrated pedagogical approach,…
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Maher, D. (2013). Pre-service primary teachers’ use of iPads to support teaching: Implications for teacher education. Educational Research for Social Change, 2(1), 48-63. http://ersc.nmmu.ac.za/articles/Vol2No1_Maher_pp48-63_April_2013.pdf Abstract: “In this article the use of iPads in primary schools by a group of pre-service teachers completing their professional experience is reported on. The study…
Comments closedLiu, S-H. (2013). Exploring the instructional strategies of elementary school teachers when developing technological, pedagogical, and content knowledge via a collaborative professional development program. International Education Studies, 6(11), 58-68. http://doi.org/10.5539/ies.v6n11p58 Abstract: “The technological, pedagogical, and content knowledge (TPACK) framework has been regarded as potentially effective in helping teachers integrate technology…
Comments closedLiang, J-C., Chai, C. S., Koh, J. H. L., Yang, C-J., & Tsai, C-C. (2013). Surveying in-service preschool teachers’ technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594. https://doi.org/10.14742/ajet.299 Abstract: “Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems…
Comments closedKaya, Z., Kaya, O. N., & Emre, I. (2013). Adaptation of technological pedagogical content knowledge scale to Turkish. Educational Sciences: Theory & Practice, 13(4), 2367-2377. https://www.researchgate.net/publication/298480850_Adaptation_of_Technological_Pedagogical_Content_Knowledge_Scale_to_Turkish Abstract: “The purpose of this study was to adapt “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology” in order to assess pre-service primary…
Comments closedJang, S-J., & Tsai, M-F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), 566-580. https://doi.org/10.14742/ajet.282 Abstract: “Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order…
Comments closedHu, H-W., Walker, K., & Hsiao, W-Y. (2013). Developing elementary pre-service teachers’ technological, pedagogical, and content knowledge for learning and teaching division of fractions. International Journal of Technology, Knowledge and Society, 9(2), 185-204. https://doi.org/10.18848/1832-3669/cgp/v09i02/56380 Abstract: “Several studies indicate pre-service elementary school teachers’ (PSTs) lack of understanding in division of fractions…
Comments closedEdyburn, D.L. (2013). Critical issues in advancing the special education technology evidence-base. Exceptional Children, 80(1), 7-24. https://doi.org/10.1177/001440291308000107 Abstract: “The field of special education technology is devoted to a variety of activities that ultimately serve to augment, bypass, or compensate for a disability. Much like a kaleidoscope, perceptions of the field…
Comments closedDonna, J. D., & Miller, B. G. (2013). Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration. Canadian Journal of Learning and Technology, 39(3), 1-17. https://doi.org/10.21432/t2101p Abstract: “Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications, such as Google…
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