Wilson, M. T. (2012). Using the technological pedagogical content knowledge (TPCK) framework to explore teachers’ perceptions of the role of technology in the implementation of mCLASS®: Reading 3D (Publication No. 3521051) [Doctoral dissertation, North Carolina State University]. ProQuest Dissertations & Theses Global. Abstract: “This qualitative study considers the perceptions of…
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Lundstrem, K. A. (2012). Exploring the effectiveness of online professional development in developing skills in computer-mediated communication technologies. (Publication No. 3484700) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global. Abstract: “While online professional development is an increasingly valuable means of providing busy educators with flexible, convenient learning opportunities, a…
Comments closedLee, Y-L. (2012). The development of technological pedagogical content knowledge for science learning with a three-dimensional interactive computer simulation. (Publication No. 3472171) [Doctoral dissertation, University of Washington]. ProQuest Dissertation & Theses Global. Abstract: “Much research in educational technology has focused mainly on how the technology supports student learning. Research on…
Comments closedHaley-Mize, S. (2012). The effect of instructional methodology on pre-service educators’ level of technological pedagogical content knowledge (Publication No. 3477165) [Doctoral dissertation, The University of Southern Mississippi]. ProQuest Dissertations & Theses Global. Abstract: “Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex,…
Comments closedDoukakis, S. (2012). Exploring undergraduate students’ transformation of technological pedagogical knowledge in mathematics as prospective teachers and as teachers in their school action [Unpublished doctoraldissertation]. University of the Aegean, Rhodes, Greece. Abstract (excerpt): “The present study examines undergraduate students’ transformation of Technological Pedagogical Content Knowledge (TPACK) in Mathematics during a…
Comments closedDalgarno, N. J. (2011). Compulsory laptop programs: Teachers’ responses to the adoption and implementation process (Publication No. NR65424) [Doctoral dissertation, Queen’s University, Canada]. ProQuest Dissertations & Theses Global. Abstract: “This thesis presents a multiple-method investigation of teachers‘ responses to the adoption and implementation of a compulsory laptop program (CLP). It…
Comments closedAbate, L. M. (2006). Technology integration and novice teachers: looking at technology use of novice teachers in the context of their first year of teaching [Doctoral dissertation, University of Texas]. Texas ScholarWorks. http://hdl.handle.net/2152/14315 Abstract: “The aim of this study was to examine first year teachers’ experiences incorporating instructional technology into…
Comments closedAbera, B. (2011). Technological pedagogical content knowledge: A framework for Ethiopian teacher education. Lambert Academic Publishing. Summary: “Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment. The idea was…
Comments closedSheehy, C., & Clemmons, K. R. (2012). Beyond the language arts classroom: The dynamic intersection of young adult literature and technological, pedagogical, and content knowledge. In Hayn, J. A., & Kaplan, J. S. (Eds.), Teaching young adult literature today: Insights, considerations, and perspectives for the classroom teacher (pp. 225-240). Rowman…
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