Manfra, M.M., & Spires, H.A. (2013). Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program. Contemporary Issues in Technology and Teacher Education, 13(4), 386-418. http://www.citejournal.org/vol13/iss4/general/article1.cfm Abstract: “This study offers a new way to assess TPACK within the context of a graduate program revitalized to focus on…
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Krauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. D. (2014). Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230-243. https://doi.org/10.1016/j.stueduc.2014.05.002 Abstract: “The aim of this study was to investigate…
Comments closedKimmons, R. (2015). Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53-77. https://www.learntechlib.org/primary/p/130072/ Abstract: “TPACK (Technological Pedagogical and Content Knowledge) has quickly become popular amongst researchers and practitioners as a framework for understanding necessary teacher knowledge for supporting effective technology integration. Utilization of TPACK, however, has generally been…
Comments closedKennedy, J. (2015). Using TPCK as a scaffold to self-assess the novice online teaching experience. Distance Education, 36(1), 148-154. https://doi.org/10.1080/01587919.2015.1019964 Abstract: “How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by…
Comments closedHolland, D. D., & Piper, R. T. (2014). A technology integration education (TIE) model: Millennial preservice teachers’ motivations about technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Educational Computing Research, 51(3), 257-294. https://doi.org/10.2190/EC.51.3.a Abstract: “Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human…
Comments closedHarr, N., Eichler, A., & Renkl, A. (2014). Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics. Frontiers in Psychology, 5, 924. https://doi.org/10.3389/fpsyg.2014.00924 Abstract: “In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being…
Comments closedGur, H., & Karamete, A. (2015). A short review of TPACK for teacher education. Educational Research and Reviews, 10(7), 777-789. https://doi.org/10.5897/ERR2014.1982 Abstract: “The aim of this descriptive study is to examine the ICT and TPACK literature for teacher education. First, the general characteristics of the ICT and TPACK have been…
Comments closedEvans, M., Nino, M., Deater-Deckard, K., & Chang, M. (2015). School-wide adoption of a mathematics learning game in a middle school setting: Using the TPACK framework to analyze effects on practice. The Asia-Pacific Education Researcher, 24, 495-504. https://dx.doi.org/10.1007/s40299-014-0225-y Abstract: “This case study uses the Technological Pedagogical Content Knowledge (TPACK) framework…
Comments closedElmendorf, D. C., & Song, L. (2015). Developing indicators for a classroom observation tool on pedagogy and technology integration: A Delphi study. Computers in the Schools, 32(1), 1-19. https://dx.doi.org/10.1080/07380569.2014.967620 Abstract: “Rapid advances in technology and increased access to technology tools have created new instructional demands and expectations on teachers. Due to…
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