Warr, M., Driskell, S. O. S., Langran, E., Mouza, C., & Schmidt-Crawford, D. A. (2023) Curriculum design for technology infusion: A continuous collaborative process. Contemporary Issues in Technology and Teacher Education, 23(1), 124-150. https://citejournal.org/volume-23/issue-1-23/general/curriculum-design-for-technology-infusion-requires-a-continuous-collaborative-process/ Abstract: “In this article, the authors discuss technology integration curriculum in teacher preparation programs, focusing on…
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Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers and Education, 102, 244-257. https://doi.org/10.1016/j.compedu.2016.09.003 Abstract: “Technological pedagogical content knowledge (TPACK) encapsulates teachers’ pedagogical knowledge for the integration of information and communications technologies (ICT). It is created…
Comments closedMartínez Buendía, J. (2016). La educación para los medios integración del e-book enriquecido en educación primaria (Doctoral dissertation). Retrieved from https://digitum.um.es/xmlui/handle/10201/51503 Abstract: “Media Education: Integration of Enriched e-book in Primary Education” has as main objective to incorporate the enriched e-book (e-book EC) in an integrative model of Media Education in sixth year of…
Comments closedYan, Z., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3755 Abstract: “This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection…
Comments closedKennedy-Clark, S., Kearney, S., & Galstaun, V. (2017). Using a collaborative assessment design to support student learning. Education Sciences, 7(4), 80. doi:10.3390/educsci7040080 Abstract: “The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources…
Comments closedMilner-Bolotin, M. (2018). Promoting reflective physics teaching through the use of collaborative learning annotation system. Physics Teacher, 56(5), 313–316. https://doi.org/10.1119/1.5033879 Abstract: “Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning…
Comments closedLee, D., Morrone, A. S., & Siering, S. (2018). From swimming pool to collaborative learning studio: Pedagogy, space, and technology in a large active learning classroom. Educational Technology Research & Development, 66(1), 95–127. https://doi.org/10.1007/s11423-017-9550-1 Abstract: “To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms…
Comments closedKarns, S. J. (2019). Pairing a learning activity types short course with collaborative curriculum design: An approach to impact teachers’ technological pedagogical content knowledge (TPACK) (Doctoral dissertation). Retrieved from http://d-scholarship.pitt.edu/36926/1/Karns%20ETD%205.3.pdf Abstract: “In the last 20 years, spending on educational technology has increased a hundredfold worldwide (Lim, Zhao, Tondeur, Chai, & Tsai,…
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