Abdo Qasem, A. A., & Viswanathappa, G. (2016). Blended learning approach to develop the teachers’ TPACK. Contemporary Educational Technology, 7(3), 264–276. https://eric.ed.gov/?id=EJ1108190 Abstract: “A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is…
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Tachau, E. M. (2017). Professional development for transformational technology integration: An experimental study of in-service teachers’ self-perceptions of technological pedagogical and content knowledge(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10742883) Abstract: “The rapid advancement of technology tasks K-12 schools with providing professional development for technology integration.…
Comments closedMallernee, N. (2017). Exploring the use of iPads for literacy instruction in the 1:1 K-6 classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10639002) Abstract: “This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience…
Comments closedNiess, M. L. (2018). Online learning trajectory for knowledge-building communities to reframe inservice teachers’ TPACK. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 839-862). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch037 Abstract: “Knowledge-building communities facilitate learning through collaborative explorations and investigations using today’s technologies as…
Comments closedNiess, M. L. (2018). Looking to the future in transforming inservice teachers’ TPACK through online contimued learning. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 2163-2176). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch103 Abstract: “The design and empirical support for the online TPACK learning trajectory…
Comments closedNiess, M. L. (2018). Applying the TPACK learning trajectory in blending practical teaching experiences with online community of learners’ explorations. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 1346-1366). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch061 Abstract: “Inservice teacher preparation balances theory with practical experiences…
Comments closedDriskell, S. O., Bush, S. B., Ronau, R. N., Niess, M.L., Rakes, C. R., & Pugalee, D. K. (2018). Mathematics education technology professional development: Changes over several decades. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 115-144). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch006 Abstract:…
Comments closedKrauskopf, K., & Forssell, K. (2018). When knowing is believing: A multi-trait analysis of self-reported TPCK. Journal of Computer-Assisted Learning, 34(5), 482-491. https://doi.org/10.1111/jcal.12253 Abstract: “In an effort to understand teachers’ technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self‐reports…
Comments closedCheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching & Teacher Education, 74, 98–113. doi:10.1016/j.tate.2018.04.014 Abstract: “The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both…
Comments closedCheng, K. H. (2018). A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692–708. doi:10.1080/09588221.2017.1349805 Abstract: “An increasing amount of research has focused on the exploration of English as a Foreign Language teachers’ technological pedagogical and content knowledge (TPACK). However, in the field of…
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