Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89-103. http://doi.org/10.1080/21532974.2014.891877 Abstract: “In this action research study, we describe the implementation of a program to infuse technology in general methods courses…
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Tseng, J. J. (2014). Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning. Advance online publication. http://doi.org/10.1080/09588221.2014.941369 Abstract: “Researchers have been keen to develop instruments for the assessment of teachers’ self-perceived technological pedagogical content knowledge (TPACK); however, few studies have been…
Comments closedStaus, N., Gillow-Wiles, H., & Niess, M. (2014). TPACK development in a three-year online master’s program: How do teacher perceptions align with classroom practice? Journal of Technology and Teacher Education, 22(3), 333-360. https://www.learntechlib.org/primary/p/114342/ Abstract: “A new primarily distance education Master’s degree program was focused on the development of technological pedagogical…
Comments closedSancar Tokmak, H. (2014). Preservice teachers’ perceptions on TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education. Advance online publication. http://doi.org/10.1080/1359866X.2014.939611 Abstract: “This qualitative case study aimed to investigate Early Childhood Education (ECE) preservice teachers’ perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational…
Comments closedRahmany, R., Sadeghi, B., & Chegini, A. S. (2014). Normalization of CALL and TPACK: Discovering teachers’ opportunities and challenges. Journal of Language Teaching and Research, 5(4), 891-900. https://doi.org/10.4304/jltr.5.4.891-900 Abstract: “The present study aims at investigating the effect of technology integration in general and normalization of CALL in particular on Iranian…
Comments closedMoroney, M., & Haigh, M. (2011). A lens on educational technology professional development opportunities: Development of a general purpose technological, pedagogical and content knowledge questionnaire. Journal of Applied Research in Education, 15(1), 1-16. Abstract: “The purpose of this study is to develop a questionnaire that may be used to measure…
Comments closedMagen-Nagar, N., & Ungar, O. A. (2014). The effect of PICTK and TPACK knowledge on ICT instructors’ sense of empowerment. International Journal of Learning, Teaching and Educational Research, 5(1), 48-62. http://www.ijlter.org/index.php/ijlter/article/view/60/pdf Abstract: “The implementation of technology in the national Information and Communication Technology (ICT) program is supported by instructors who…
Comments closedLee, C. J., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437-460. http://doi.org/10.1007/s11423-014-9335-8 Abstract: “The purpose of this study was (a) to develop an instructional design model for preservice teachers’ learning of technological pedagogical…
Comments closedKopcha, T., Ottenbreit-Leftwich, A., Jung, J., & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87-96. http://doi.org/10.1016/j.compedu.2014.05.003 Abstract: “The purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining…
Comments closedKoh, J. H. L., Chai, C. S., & Tsai, C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology & Society, 17(1), 185-196. https://drive.google.com/file/d/1ahFzBlOVkGkwWSMQpSKSbI-ahK8hzVKm/view Abstract: “Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are…
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