Alhejoj, K. (2020). A multiple case study of college mathematics instructors’ technological pedagogical content knowledge (TPACK) and its relationship to the integration to the integration of technology and communications technology (ICT) in their teaching practices and students’ learning (Publication No. 27838100) [Doctoral dissertation, Illinois Institute of Technology]. ProQuest Dissertations and Theses Global. …
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Aldred, A. E. (2020). Technology usage in the elementary classroom: A case study of teacher professional development and intentions for learning (Publication No. 27741950) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global. https://doi.org/10.17760/D20350257 Abstract: “The expectations of teachers today have been greatly impacted by the ample number of technological devices and applications that are…
Comments closedTrevisan, O., & De Rossi, M. (2020). Student teachers’ pedagogical reasoning in TPCK-based design tasks: A multiple case study. Qwerty: Open and Interdisciplinary Journal of Technology, Culture, and Education, 15(2), 68-84. https://doi.org/10.30557/QW000031 Abstract: “Teachers’ professional expertise cannot ignore anymore a technological component to it. Technology is nowadays accessible more and more widely, but…
Comments closedNkosingiphile Mazibe, E., Gaigher, E., & Coetzee, C. (2020). Comparing pedagogical content knowledge across fundamental concepts of electrostatistics: A case of three preservice teachers. African Journal of Research in Mathematics, Science and Technology, 24(2), 143-155. https://doi.org/10.1080/18117295.2020.1765607 Abstract: “It has recently been suggested that pedagogical content knowledge (PCK) has a concept-specific nature, beyond…
Comments closedGozukucuk, M., & Gunbas, N. (2022). Preservice teachers’ design of technology–based reading texts to improve their TPACK. Journal of Education, 202(1), 92–102. https://doi.org/10.1177/0022057420966763 Abstract: “The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers (n = 8) learned visual…
Comments closedCheung, Y. L. & Jang, H. (2020). Understanding writing teachers’ technological pedagogical content knowledge: A study with five in-service teachers. Indonesian Journal of Applied Linguistics, 10(2), 551-561. https://doi.org/10.17509/ijal.v10i2.28607 Abstract: “The growing emphasis on emerging technologies in education has required in-service teachers to develop more technological knowledge. However, little is known …
Comments closedBergeson, K. & Beschorner, B. (2020). Modeling and scaffolding the technology integration planning cycle for pre-service teachers: A case study. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(4), 330-341. https://www.ijemst.net/index.php/ijemst/article/viewFile/1031/230 Abstract: “This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as …
Comments closedDrugova, E., Zhuravleva, I., Aiusheeva, M., & Grits, D.. (2021). Toward a model of learning innovation integration: TPACK-SAMR based analysis of the introduction of a digital learning environment in three Russian universities. Education and Information Technologies, 26, 4925–4942. https://doi.org/10.1007/s10639-021-10514-2 Abstract: “Digitalisation is penetrating higher education (HE) in Russia. The study…
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