Olofson, M. W., Swallow, M. J. C., & Neumann, M. D. (2016). TPACKing: A constructivist framing of TPACK to analyze teachers’ construction of knowledge. Computers & Education, 95, 188-201. http://doi.org/10.1016/j.compedu.2015.12.010 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) framework is a commonly used conceptual tool in studies that consider technology integration into classrooms. Although the…
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Hosseini, Z. (2016). The usage of constructivism to enhance technology integration knowledge. Journal of Technology and Education, 10(2), 155-164. https://jte.sru.ac.ir/article_439_en.html Abstract: “This study was conducted to find the effect of constructivism on technology integration knowledge in student-teachers. Technological Pedagogical Content Knowledge (TPACK) as a framework was selected to study and measure…
Comments closedBarton, P. (2020). Elementary school teacher characteristics associated with self-efficacy for using technology to implement constructivist content instruction: An exploratory correlational study (Publication No. 27831408) [Doctoral dissertation, Northern Illinois University]. ProQuest Dissertations and Theses Global. Abstract: “Technology mediated constructivist practices may be effective, but there are challenges for implementing them, and one…
Comments closedPolly, D., & Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology. Revista de Educación a Distancia, 20(64), Article 5. http://dx.doi.org/10.6018/red.408661 Abstract: “This article examines Vygotsky’s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore’s (1988) application of ZPD…
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