Chien, C.-W. (2016). Investigating Taiwanese EFL digital natives’ TPCK in teaching English to digital immigrants. International Journal of Technology Enhanced Learning, 8(2). doi:10.1504/IJTEL.2016.078082 Abstract: “This study investigates 23 Taiwanese EFL digital natives’ technological paedagogical content knowledge (TPCK) in teaching English to 23 digital immigrants in a Multimedia in English Instruction class…
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Jones, J. (2015). Investigating the role and impact of learning designs within University teachers’ design work(Doctoral dissertation). Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=5722&context=theses Abstract: “Universities are increasingly concerned with providing a high-quality student experience; good teaching is a key component. The area of Learning Design aims to provide effective, high-quality models to support university teachers…
Comments closedHuffman, S. N. (2016). Technology and preservice teacher education: A mixed-methods study of technology integration by arts and sciences faculty into secondary education content courses (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10162717) Abstract: “In spite of initiatives design to address the integration of technology into teaching…
Comments closedYarnell, L., & Fusco, J. (2016). A framework for supporting in-service teachers to use domain-specific technologies for instruction. In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 324-356) Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1624-8.ch018 Abstract: “Domain-specific technologies, which are used for analysis, representation, and…
Comments closedLong, T., Cummins, J., & Waugh, M. (2016). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29, 179–200. https://doi.org/10.1007/s12528-016-9119-8 Abstract: “The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then…
Comments closedKiray, S. A. (2016). Development of a TPACK self-efficacy scale for preservice science teachers. International Journal of Research in Education and Science, 2(2), 527-541. https://eric.ed.gov/?id=EJ1110269 Abstract: “Today, it is of great importance that teachers have pedagogical and technological knowledge in addition to content knowledge. For this reason, the present study aims…
Comments closedHarvey, D. M., & Caro, R. (2017). Building TPACK in preservice teachers through explicit course design. TechTrends, 61, 106–114. https://doi.org/10.1007/s11528-016-0120-x Abstract: “The authors of this study utilized the TPACK (Technological, Pedagogical, and Content Knowledge) framework in developing and assessing these skills within an advanced technology integration course for preservice teachers. The…
Comments closedHallissy, M. (2016). Sharing professional practice – Tutors have their say. Irish Journal of Technology Enhanced Learning, 2(1), 17-28. http://journal.ilta.ie/index.php/telji/article/view/12 Abstract: “This paper analyses the theoretical construct of professional practice knowledge; the ‘tacit knowledge’ that all teachers use when engaging with digital technologies. To reach this end and to gather the views…
Comments closedCanbolat, N., Erdogan, A., & Yazlik, D. O. (2016). Examining the relationship between thinking styles and technological pedagogical content knowledge of the candidate mathematics teachers. Journal of Education and Training Studies, 4(11), 39-48. doi:10.11114/jets.v4i11.1819 Abstract: “The aim of this research is measuring the technological pedagogical content knowledge of the candidate elementary…
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