Otrel-Cass, K., Khoo, E., & Cowie, B. (2012). Scaffolding with and through videos: An example of ICT-TPACK. Contemporary Issues in Technology and Teacher Education, 12(4), 369-390. http://www.editlib.org/p/40416 Abstract: “In New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and…
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Owusu, K. A. (2014). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge [Doctoral dissertation, University of Canterbury]. UC Library. http://dx.doi.org/10.26021/9671 Abstract: “Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was…
Comments closedNordin, H. (2014). Pre-service teachers’ TPACK and experience of ICT integration in schools in Malaysia and New Zealand. [Doctoral dissertation, University of Canterbury]. UC Library. http://dx.doi.org/10.26021/9659 Abstract: “Information and communication technologies (ICT) are common in schools worldwide in the 21st century, in both developed and developing countries. A number of…
Comments closedRamanair, J. (2014). Integrating technology in tertiary level English language programmes: Case studies of Moodle learning environments [Doctoral dissertation, The University of Waikato]. The University of Waikato Research Commons. http://researchcommons.waikato.ac.nz/handle/10289/8849 Abstract: “While the potential of technology to enhance language pedagogy has been realised in some English language learning environments, there…
Comments closedOwusu, K.A., Conner, L. & Astall, C. (2015). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge. Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373. https://www.learntechlib.org/primary/p/147320/ Abstract: “Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New…
Comments closedPoskitt, J. (2016). What young adolescents think about effective pedagogy and technology use. Australian Journal of Middle Schooling, 16(1), 4-15. Retrieved from http://mro.massey.ac.nz/handle/10179/8284 Abstract: “A New Zealand comparative case study investigated the impact of technological device use in literacy, over a three-month period, for Year (Grade) 4-6 and Year 7-8 students. In…
Comments closedRae, G. (2017). BYOD (Bring Your Own Device) and its impact on teacher pedagogy: A New Zealand case study (Master’s thesis). Retrieved from https://ir.canterbury.ac.nz/handle/10092/13427 Abstract: “The practice of students bringing their own device to school BYOD (Bring Your Own Device) has now become reasonably common in New Zealand primary schools after being first…
Comments closedReinsfield, E., & Williams, P.J. (2018). New Zealand secondary teachers’ perceptions: “Technological” or “technical” thinking? International Journal of Technology and Design Education, 28, 739–751. https://doi.org/10.1007/s10798-017-9418-z Abstract: “Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools…
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