Lévesque, S. (2008). The impact of digital technologies and the need for Technological Pedagogical Content Knowledge. In T. Di Petta (Ed), The emperor’s new computer: ICT, teachers and teaching, pp. 17–28. https://doi.org/10.1163/9789087906573_004 Abstract: “Technology,” as an issue of Education Canada (2001) – the Canadian Education Association’s leading magazine – states,…
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Phillips, M. (2016). Digital technology, schools and teachers’ workplace learning policy, practice and identity. London: Palgrave Macmillan UK. doi: 10.1057/978-1-137-52462-1 Abstract: “This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school…
Comments closedRubadeau, Z. K. (2016). An exploration of English language teacher educators’ cognitions and practices in relation to the pedagogical purposes and efficacies of 21st-century digital technologies (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10175482) Abstract: “This multiple case study investigates English language (EL) teacher educators’ cognitions and…
Comments closedNiess, M. L. (2018). Introduction to teachers’ knowledge–of–practice for teaching with digital technologies: A technological pedagogical content knowledge (TPACK) framework. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 145–159). Hershey, PA: IGI Global. Abstract: “Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of…
Comments closedRocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2020). Professional development and use of digital technologies by science teachers: A review of theoretical frameworks. Research in Science Education, 50, 673–708. https://doi.org/10.1007/s11165-018-9707-x Abstract: “This article aims to characterise the research on science teachers’ professional development programs that support the use…
Comments closedHolmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts. International Journal of Information & Learning Technology, 35(2), 130–142. doi: 10.1108/IJILT-09-2017-0084 Abstract: “Purpose – The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’…
Comments closedMishra, P., Henriksen, D., & Mehta, R. (2019). Creativity, digitality, and teacher professional development: Unifying research, theory, and practice. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 123–154). https://doi.org/10.4018/978-1-5225-7918-2.ch006 Abstract: “This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of…
Comments closedNiess, M. L., Gillow-Wiles, H., & Angeli, C. (Eds.). (2019). Handbook of research on TPACK in the digital age. IGI Global. https://doi.org/10.4018/978-1-5225-7001-1 Abstract: “The impact of digital technologies in education has called for teachers to be prepared to facilitate their students’ learning through communication, collaboration, critical thinking, and creativity. In order to create…
Comments closedRamoroka, T., & Tsheola, J. (2018). Blended learning and educators’ digital technology literacy for the TV white spaces pilot project in Mankweng Circuit, South Africa. International Journal of International of Educational Sciences, 20(1–3), 49–63. doi:10.1080/09751122.2017.1305734 Abstract: “This paper examines the levels of information and communication technology (ICT) literacy among educators at three…
Comments closedLoong, E. Y. K. & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30(4), 475–498. https://doi.org/10.1007/s13394-018-0235-9 Abstract: “This paper seeks to theorise primary teachers’ degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the…
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