Ansyari, M. F. (2013). In-service teacher professional development arrangements for technology integration: Some critical considerations. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(4), 340-343. http://doi.org/10.7763/IJEEEE.2013.V3.255 Abstract: “Professional development arrangements for technology are essential for teacher capacity to improve students’ achievement. Technological Pedagogical Content Knowledge (TPACK) framework which represents teachers’ knowledge…
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Gravel, R. J. (2014). The effects of pre-kindergarten through twelfth grade in-service teachers’ participation in a professional development course aligned with the TPACK framework (Publication No. 3624794) [Doctoral dissertation, Northern Illinois University]. ProQuest Dissertations & Theses Global. Abstract: “This mixed-methods data collection study explored the effects of a professional development…
Comments closedRahmany, R., Sadeghi, B., & Chegini, A. S. (2014). Normalization of CALL and TPACK: Discovering teachers’ opportunities and challenges. Journal of Language Teaching and Research, 5(4), 891-900. https://doi.org/10.4304/jltr.5.4.891-900 Abstract: “The present study aims at investigating the effect of technology integration in general and normalization of CALL in particular on Iranian…
Comments closedKoh, J. H. L., Chai, C. S., & Tsai, C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology & Society, 17(1), 185-196. https://drive.google.com/file/d/1ahFzBlOVkGkwWSMQpSKSbI-ahK8hzVKm/view Abstract: “Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are…
Comments closedPhillips, M.D. (2014). Teachers’ TPACK enactment in a community of practice. [Doctoral dissertation, Monash University]. Monash University Theses. https://bridges.monash.edu/articles/thesis/Teachers_TPACK_enactment_in_a_Community_of_Practice/4663873 Abstract: “This study sought to understand secondary school teachers’ pedagogical adoption of digital technology. The literature review indicated that, while numerous adoption-diffusion models had been used as the basis to understand technology…
Comments closedJaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK-in-practice: Designing content-centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 137-163). Springer. https://doi.org/10.1007/978-1-4899-8080-9_7 Abstract: “This chapter presents the Framework of TPACK-in-Practice, a framework of identified characteristics…
Comments closedHervey, L. G. (2014). Between the notion and the act: Veteran teachers’ TPACK and practice in 1:1 settings. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 165-189). Springer. https://doi.org/10.1007/978-1-4899-8080-9_8 Abstract: “This chapter presents a multiple case study, where six veteran secondary education teachers participated in videotaped…
Comments closedBos, B., & Lee, K. (2014). Mathematical content, pedagogy, and technology: What it can mean to practicing teachers. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2014 (pp. 27-34). AACE. https://www.researchgate.net/publication/268207329_Mathematical_Content_Pedagogy_and_Technology_What_It_Can_Mean_to_Practicing_Teachers Abstract: “The purpose of this study is to look at how practicing teachers…
Comments closedYeh, Y. F., Lin, T. C., Hsu, Y. S., Wu, H. K., & Hwang, F. K. (2015). Science teachers’ proficiency levels and patterns of TPACK in a practical context. Journal of Science Education and Technology, 24, 78-90. https://doi.org/10.1007/s10956-014-9523-7 Abstract: “Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of…
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