McBroom, E. S., Jiang, Z., Sorto, M. A., White, A., & Dickey, E. (2016). Dynamic approach to teaching geometry: A study of teachers’ TPACK development. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 519-550). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch020 Abstract: …
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Wang, X. (2016). Faculty’s knowledge, pedagogy, and integration levels in the implementation of iPads as an instructional tool (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10247802) Abstract: “Current literature showed there is a need to help faculty improve their iPad integration practices. Using a sequential mixed-methods design,…
Comments closedTeague, H. L. (2017). A mixed methods study of online course facilitators’ perceptions of mobile technology, design, and TPaCK affordances (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10590840) Abstract: “The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement…
Comments closedGarbo, L. M. (2016). Technology integration: A mixed methods study of veteran secondary teachers’ beliefs, attitudes, and classroom practices (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10255704) Abstract: “The veteran secondary teacher is a valuable asset in the educational field, yet has not been the focus of…
Comments closedBustamante, C. (2017). TPACK and teachers of Spanish: Development of a theory-based joint display in a mixed methods research case study. Journal of Mixed Methods Research, 13(2), 163–178. https://doi.org/10.1177/1558689817712119 Abstract: “This article describes the development of a joint display in a mixed methods research case study, using a theoretical framework as…
Comments closedSprague, D. S., & Katradis, M. (2019). The transference between elementary preservice teachers’ courses and technology use in teaching. In Information Resources Management Association (Ed.), Pre-service and in-service teacher education: Concepts, methodologies, tools, and applications (pp. 1459–1489). https://doi.org/10.4018/978-1-5225-7305-0.ch068 Abstract: “This mixed-method study explored a cohort of 18 preservice elementary teachers’ perceptions of technology and their abilities…
Comments closedFan, L. C., Salleh, S., & Laxman, K. (2018). Embedding video technology in enhancing the understanding of the biology concept of breathing: A Brunei perspective. E-Learning and Digital Media, 15(5), 217–234. https://doi.org/10.1177/2042753018797260 Abstract: “This study was carried out in an attempt to investigate the impact of embedding video technology into classroom lessons designed…
Comments closedKang, L. (2020). Developing technological pedagogical content knowledge (TPACK) for teachers of Chinese: A mixed methods study (Publication No. 28259180) [Doctoral dissertation, University of Nebraska-Lincoln]. ProQuest Dissertations and Theses Global. Abstract: “This mixed methods study explored the development of technological, pedagogical, content knowledge (TPACK) of Chinese teachers who attended the STARTALK Chinese…
Comments closedWen, H., & Shinas, V. H. (2020) Using a multidimensional approach to examine TPACK among teacher candidates, Journal of Digital Learning in Teacher Education, 37(1), 30-47. https://doi.org/10.1080/21532974.2020.1804493 Abstract: “The Technological Pedagogical and Content Knowledge (TPACK) conceptual framework captures the complex nature of teacher knowledge essential for effective teaching in the digital age. TPACK…
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