Larsen, N. A. (2015). Examining the differences in technological pedagogical content knowledge (TPACK) self-assessment scores of foreign language instructors and first-line supervisors in six institutes of higher education (IHE) in California (Publication No. 3700296) [Doctoral dissertation, Chapman University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of this two-group, quasi-experimental…
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Tømte, C., Enochsson, A.-B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teaches to master professional digital competence: The TPACK-framework goes online. Computers and Education, 84, 26-35. https://doi.org/10.1016/j.compedu.2015.01.005 Abstract: “In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information…
Comments closedKennedy, J. (2015). Using TPCK as a scaffold to self-assess the novice online teaching experience. Distance Education, 36(1), 148-154. https://doi.org/10.1080/01587919.2015.1019964 Abstract: “How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by…
Comments closedHarr, N., Eichler, A., & Renkl, A. (2014). Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics. Frontiers in Psychology, 5, 924. https://doi.org/10.3389/fpsyg.2014.00924 Abstract: “In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being…
Comments closedHoffmann, M. (2015). An exploratory study: Mobile device use for academics (Publication No. 3685662) [Doctoral dissertation, Pepperdine University]. ProQuest Dissertations and Theses Global. Abstract: “As mobile devices become more and more ubiquitous among teens, such devices have also been fighting their way into the educational landscape. In this digital world…
Comments closedXiong, X., & Lim, C. (2015). Curriculum leadership and the development of ICT in education competencies of pre-service teachers in South China. The Asia-Pacific Education Researcher, 24, 515-524. https://dx.doi.org/10.1007/s40299-015-0238-1 Abstract: “Based on the collective case study of two teacher education programs at a normal university in South China, this paper…
Comments closedKuo, N.-C. (2015). Action research for improving the effectiveness of technology integration in preservice teacher education. i.e.: inquiry in education, 6(1), article 3. http://digitalcommons.nl.edu/ie/vol6/iss1/3 Abstract: “This study aims at exploring how the technological pedagogical content knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA ’04 and…
Comments closedMourlam, D. J. (2015). The ongoing faculty development system: A case study exploring content methods teacher education faculty technological, pedagogical, content knowledge development [Doctoral dissertation, University of Northern Iowa]. UNI Scholarworks. http://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1191&context=etd Abstract: “Society has changed from manufacturing to information-based, resulting in an emphasis in different knowledge and skills. When…
Comments closedYarnall, L. & Fusco, J. (2015). A framework for supporting in-service teachers to use domain-specific technologies for instruction. In M. L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 604-634). Information Science Reference. https://dx.doi.org/10.4018/978-1-4666-8403-4.ch023 Abstract: “Domain-specific technologies, which are used for analysis,…
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