Grosser, D. A. (2017). A multiple case study of co-teachers’ technology integration knowledge: How it is held, built, and shared (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10268083) Abstract: “This multiple case study explored how secondary-level co-teachers hold, build, and share knowledge related to technology integration. Co-teaching,…
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Gonzalez, M. D. (2016). Understanding the technological, pedagogical, and mathematical issues that emerge as secondary mathematics teachers design lessons that integrate technology (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10583408) Abstract: “This multiple case study examines four groups of secondary mathematics teachers engaged in a Lesson Study…
Comments closedCumbee, C. M. V. (2017). Elementary teachers’ use of technology for teaching and parent communication in low socio-economic classrooms: A case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10263560) Abstract: “Rural areas have less technology access due to an inadequate amount of income and limited internet…
Comments closedBradex, M. A. (2016). Blended learning: A case study using ALEKS and small group instruction to increase math literacy of English learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10256546) Abstract: “There is a continuous increase in the English Language Learner (ELL) population in the United States…
Comments closedGonzalez, M. J., & González-Ruiz, I. (2017). Behavioural intention and pre-service mathematics teachers’ technological pedagogical content knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 13(3), 601-620. doi:10.12973/eurasia.2017.00635a Abstract: “Teachers’ beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This…
Comments closedBustamante, C. (2017). TPACK and teachers of Spanish: Development of a theory-based joint display in a mixed methods research case study. Journal of Mixed Methods Research, 13(2), 163–178. https://doi.org/10.1177/1558689817712119 Abstract: “This article describes the development of a joint display in a mixed methods research case study, using a theoretical framework as…
Comments closedMontes, S. T. (2016). Integrating one-to-one technology in the classroom: Three different approaches [Doctoral dissertation, University of Houston]. University of Houston’s Published Electronic Theses & Dissertations (ETD). http://hdl.handle.net/10657/1723 Abstract: “The purpose of this qualitative, multiple case study was to examine the decisions three teachers made while planning to integrate portable technology in…
Comments closedSwallow, M. J. C., & Olofson, M. W. (2017). Contextual understandings in the TPACK framework. Journal of Research on Technology in Education, 49(3-4), 228-244. https://doi.org/10.1080/15391523.2017.1347537 Abstract: “The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the…
Comments closedAgrati, L.S. (2017). Contenuti digitali e pratica di insegnamento: Lo studio di caso di un repository di scuola superiore di II grado. Annali online della Didattica e della Formazione Docente, 9(13), 195-213. Abstract: “Technological resources offer indisputable opportunities to teachers who want to renew the contents and strategies of their teaching and provide…
Comments closedJaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. https://doi.org/10.17471/2499-4324/984 Abstract: “This paper reports on a study that explored how faculty to take on technology leadership roles developed TPACK knowledge and…
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