Phillips, M. (2016). Re-contextualising TPACK: Exploring teachers’ (non-)use of digital technologies. Technology, Pedagogy, and Education, 25(5), 555-571. https://doi.org/10.1080/1475939X.2015.1124803 Abstract: “Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers’ technology use in classroom settings. While these studies have contributed to understandings of the…
Comments closedTag: case study
Hutchison, A., & Colwell, J. (2015). Preservice teachers’ use of the technology integration planning cycle to integrate iPads into literacy instruction. Journal of Research on Technology in Education, 48(1), 1-15. https://doi.org/10.1080/15391523.2015.1103146 Abstract: “The purpose of this case study was to examine preservice teachers’ use of the Technology Integration Planning Cycle (TIPC; Hutchison…
Comments closedKihoza, P. D., Zlotnikova, I., Bada, J. K., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspective of TPACK and SAMR models. International Journal of Education and Development using ICT, 12(1), 107-128. http://ijedict.dec.uwi.edu/viewarticle.php?id=2035 Abstract: “With the education systems demand of contemporary technologies, teacher trainees should be…
Comments closedSickel, J. L. (2016). TPACK development in science teacher preparation: A case study in Queensland, Australia (Doctoral dissertation, Ohio University). Abstract retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586 Abstract: “This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized university in Queensland, Australia. TPACK…
Comments closedOcak, C. (2016). Observable indicators of technological pedagogical content knowledge (TPACK) in science classrooms through video research (Master’s thesis, Middle East Technical University). Retrieved from http://etd.lib.metu.edu.tr/upload/12620160/index.pdf Abstract: “The purpose of the study was to examine the observable indicators of science teachers’ technological pedagogical content knowledge (TPACK) through a multiple case study with video research.…
Comments closedKeegan, J. (2016). Teacher preferences on technology use using the iTEaCH implementation model: A case study in a Tanzanian private school (Doctoral dissertation, University of New England). Retrieved from http://dune.une.edu/cgi/viewcontent.cgi?article=1074&context=theses Abstract: “To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change,…
Comments closedPhillips, M. (2016). Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice. Education and Information Technologies, 22. https://doi.org/10.1007/s10639-016-9512-y Abstract: “Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers’ technology use in classroom settings. While these…
Comments closedDi Blas, N. (2016). Distributed TPACK: What kind of teachers does it work for? Journal of e-Learning and Knowledge Society, 12(3), 65-74. https://doi.org/10.20368/1971-8829/1156 Abstract: “Technology at school can be either integrated as an everyday support to normal, curricular activities or as a trigger for special projects. Drawing on the distributed cognition…
Comments closed