anova – TPACK References

Published April 10, 2022 by mkoehler

Matty, J.A. (2016). High-stake testing as a barrier to technology integration (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 3728077) Abstract: “The purpose of this study was to analyze the lesson plans of high school teachers for technology integration in high-stake tested and non-tested contexts. The aim of…

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Published April 10, 2022 by mkoehler

Lopez-Vargas, O., Duarte-Suarez, L., & Ibañez-Ibañez, J. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264–277. https://doi.org/10.1177/1365480217704263 Abstract: “The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also…

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Published April 10, 2022 by mkoehler

Altun, T., & Akyildiz, S. (2017). Investigating student teachers’ technological pedagogical content knowledge (TPACK) levels based on some variables. European Journal of Education Studies, 3(5), 467-485. Retrieved from http://oapub.org/edu/index.php/ejes/article/download/681/1916&hl Abstract: “This study investigates pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student…

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Published April 6, 2022 by mkoehler

Yorulmaz, A., Can, S., & Cokcaliskan, H. (2017). The relationship between the pre-service classroom teachers’ technopedagogical instructional competencies and epistemological beliefs. Journal of Education and Training Studies, 5(9), 27-35. https://doi.org/10.11114/jets.v5i9.2110 Abstract: “The purpose of the current study is to determine the relationship between the pre-service classroom teachers’ epistemological beliefs and techno pedagogical…

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