Jang, S., & Tsai, M. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338. https://doi.org/10.1016/j.compedu.2012.02.003 Abstract: “There has been an increasing tendency to enhance teachers’ ability to apply educational technology. Few researchers have investigated with the…
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Hsu, P. (2012). Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge. Teaching Education, 23(2), 195-213. https://doi.org/10.1080/10476210.2011.622041 Abstract: “The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in…
Comments closedGraham, C. R., Borup, J., Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning 29(6), 530-546. http://doi.org/10.1111/j.1365-2729.2011.00472.x Abstract: “This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make…
Comments closedFigg, C., & Jamani, K. J. (2011). Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers. Australasian Journal of Educational Technology, 27(7), 1227-1246. https://doi.org/10.14742/ajet.914 Abstract: “Two approaches to teaching with technology to highlight practice-based teacher knowledge and actions for teaching technologically enhanced lessons…
Comments closedGillow-Wiles, H. (2012). Engagement in a community of learners as a mediating agent toward the construction of Technological Pedagogical Content Knowledge (TPACK) in an online master’s program (Publication No. 3493202) [Doctoral dissertation, Oregon State University]. ProQuest Dissertations & Theses Global. Abstract: “This study investigates how teachers develop and extend their…
Comments closedMorsink, P. M., Hagerman, M. S., Heintz, A., Boyer, D. M., Harris, R., Kereluik, K., Hartman, D. K., Wood, A., White, A., Woodruff, C., Anderson, T., Goldstein, S., Hamm, B., Lewis, C., Lewis, P., Mitchell, C., Murphy, J., Rogers, L.,…Withey, K. (2011). Professional development to support TPACK technology integration: The…
Comments closedCiampa, K., & Gallagher, T. L. (2013). Professional learning to support elementary teachers’ use of the iPod Touch in the classroom. Professional Development in Education, 39, 201-221. http://doi.org/10.1080/19415257.2012.749802 Abstract: “This single case study reports on the programme of professional learning that a Canadian staff of elementary teachers (Junior Kindergarten to…
Comments closedShih-Hsiung, L. (2013). Exploring the instructional strategies of elementary school teachers when developing technological, pedagogical, and content knowledge via a collaborative professional development program. International Education Studies, 6(11), 58-68. https://doi.org/10.5539/ies.v6n11p58 Abstract: “The technological, pedagogical, and content knowledge (TPACK) framework has been regarded as potentially effective in helping teachers integrate technology…
Comments closedHu, H-W., Walker, K., & Hsiao, W-Y. (2013). Developing elementary pre-service teachers’ technological, pedagogical, and content knowledge for learning and teaching division of fractions. International Journal of Technology, Knowledge and Society, 9(2), 185-204. https://doi.org/10.18848/1832-3669/cgp/v09i02/56380 Abstract: “Several studies indicate pre-service elementary school teachers’ (PSTs) lack of understanding in division of fractions…
Comments closedStaus, N., Gillow-Wiles, H., & Niess, M. (2014). TPACK development in a three-year online master’s program: How do teacher perceptions align with classroom practice? Journal of Technology and Teacher Education, 22(3), 333-360. https://www.learntechlib.org/primary/p/114342/ Abstract: “A new primarily distance education Master’s degree program was focused on the development of technological pedagogical…
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