Macrides, E., & Angeli, C. (2018). Domain-specific aspects of technological pedagogical content knowledge: Music education and the importance of affect. Tech Trends, 62(2), 166–175. doi:10.1007/s11528-017-0244-7 Abstract: “The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content…
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Macrides, E., & Angeli, C. (2018). Investigating TPCK through music focusing on affect. The International Journal of Information and Learning Technology, 35(3), 181–198. doi:10.1108/IJILT-08-2017-0081 Abstract: “The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the…
Comments closedPolly, D. (2018). Leveraging elements of understanding by design to develop elementary education candidates’ TPACK in mathematics. In D. Williams, & N. N. Harkness (Eds.), Diverse learning opportunities through technology-based curriculum design (pp. 147–162). https://doi.org/10.4018/978-1-5225-5519-3.ch007 Abstract: “Technology access is at an all-time high in schools in the United States. However, research continues to document…
Comments closedCui, J. (2020). Science teachers’ instructional design practices for a bring-your-own-device (BYOD) environment in New Zealand secondary schools [Doctoral dissertation, University of Auckland]. University of Auckland Research Repository. https://researchspace.auckland.ac.nz/handle/2292/54062 Abstract: “An increasing number of New Zealand schools have introduced and implemented bring-your-own-device (BYOD) initiatives, a significant trend in New Zealand education. A considerable…
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