Walker, A., Recker, M., Ye, L., Robertshaw, B., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: A multilevel study of teacher and student impacts. Educational Technology Research and Development, 60(3), 421-444. https://doi.org/10.1007/s11423-012-9243-8 Abstract: “This article presents a quasi-experimental study comparing the impact of two technology-related teacher…
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Meng, C. C., & Sam, L. C. (2013). Developing pre-service teachers’ technological pedagogical content knowledge for teaching mathematics with The Geometer’s Sketchpad through lesson study. Journal of Education and Learning, 2(1), 1-8. https://doi.org/10.5539/jel.v2n1p1 Abstract: “The purpose of this study was to develop pre-service secondary teachers’ technological pedagogical content knowledge (TPACK)…
Comments closedDoğan, M. (2012). Prospective Turkish primary teachers’ views about the use of computers in mathematics education. Journal of Mathematics Teacher Education, 15(4), 329-341. http://doi.org/0.1007/s10857-012-9214-3 Abstract: “The use of computers and technology in mathematics education affects students’ learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers’ views…
Comments closedZhan, Y., Quan, J., & Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1, 199-212. http://doi.org/10.1504/IJSMILE.2013.053600 Abstract: “Based on the research theories and methods of the TPACK model, an empirical…
Comments closedHandal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Technological pedagogical content knowledge of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13(1). http://www.citejournal.org/vol13/iss1/mathematics/article1.cfm Abstract: “The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers…
Comments closedChen, H-Y., & Syh-Jong, J. (2013). Exploring the reasons for using electric books and technological pedagogical and content knowledge of Taiwanese elementary mathematics and science teachers. Turkish Online Journal of Educational Technology, 12(2), 131-141. http://www.tojet.net/articles/v12i2/12213.pdf Abstract: “This study highlights trends and features of E-books and their versatility of this tool…
Comments closedAkkoc, H., & Ozmantar, M. F. (2013). Use of multiple representations in technology rich environments. Research in Mathematics Education, 15(2), 189-190. http://doi.org/10.1080/14794802.2013.797750 Abstract: “The article presents a study regarding the use of multiple representations (MRs) with technology. It mentions that forty prospective mathematics teachers participated in the course designed using…
Comments closedIngram-Jones, S. A. (2012). Digit’s digital world: A study of mathematics, technology, and student achievement (Publication No. 3540451) [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of the mixed method study was to determine how and to what extent mathematic teachers were integrating technology into secondary…
Comments closedTokmak, H., Incikabi, L., & Ozgelen, S. (2013). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. Asian-Pacific Education Researcher, 22(4), 407-415. https://doi.org/10.1007/s40299-012-0040-2 Abstract: “This quasi-experimental research study aimed to investigate the effect of technological, pedagogical, and content knowledge (TPACK)-based course design on mathematics, science, and…
Comments closedGetenet, S. T., Beswick, K., & Callingham, R. (2016). Professionalizing in-service teachers’ focus on technological pedagogical and content knowledge. Education and Information Technologies, 21, 19-34. http://doi.org/10.1007/s10639-013-9306-4 Abstract: “In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a…
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