Crisan, C. (2018). Supporting teachers in developing their RiTPACK through using video cases in an online course. In J. Silverman & V. Hoyos (Eds.), Distance learning, E-learning and blended learning in mathematics education (pp. 165–181). https://doi.org/10.1007/978-3-319-90790-1_10 Abstract: “In order to help the participants on our online course engage critically with research to reflect on…
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Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. Internet & Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Abstract: “The purpose of this study was to examine one model for training new online instructors and measure the influence it had on their teaching…
Comments closedLemanski, L., & Van Deventer, M. M. (2019). A framework for the redesign principles that improve engagement in an online graduate class. In K. Walters & P. Henry (Eds.), Fostering multiple levels of engagement in higher education environments (pp. 49–75). IGI Global. https://doi.org/10.4018/978-1-5225-7470-5.ch003 Abstract: “At a large, Midwest university, the authors taught an…
Comments closedGillow-Wiles, H., & Niess, M. L. (2019). Engaging a workbench dialectic inquiry model in an online master’s degree program: TPACK development through communities of inquiry. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 279–301). https://doi.org/10.4018/978-1-5225-7001-1.ch013 Abstract: “This cross-case descriptive study suggests a…
Comments closedNiess, M. L., Gillow-Wiles, H., & Angeli, C. (Eds.). (2019). Handbook of research on TPACK in the digital age. IGI Global. https://doi.org/10.4018/978-1-5225-7001-1 Abstract: “The impact of digital technologies in education has called for teachers to be prepared to facilitate their students’ learning through communication, collaboration, critical thinking, and creativity. In order to create…
Comments closedDonitsa-Schmidt, S., & Topaz, B. (2018). Massive open online courses as a knowledge base for teachers. Journal of Education for Teaching, 44(5), 608–620. https://doi.org/10.1080/02607476.2018.1516350 Abstract: “This research investigated an initiative to familiarize pre-service teachers with Massive Open Online Courses (MOOCs) as an example of Open Educational Resources (OERs). Student teachers in one faculty in…
Comments closedVasinda, S., Adams, H., James, K., Henry, A., Henson, T., McKinney, B., Mueller, E., Randolph, M. Taylor, J. (2020. Preservice teachers’ use design-based research: Learning to tutor online during COVID-19. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19…
Comments closedLemanski, L., & Van Deventer, M. M. (2021). A framework for the redesign principles that improved engagement in an online graduate class. In Information Management Association (Ed.), Research anthology on developing effective online learning courses (pp. 391-411). IGI Global. http://doi:10.4018/978-1-7998-8047-9.ch022 Abstract: “At a large, midwest university, the authors taught an online course to…
Comments closedRice, M. F., & Deschaine, M. E. (2020). Orienting toward teacher education for online environments for all students. The Educational Forum, 84(2), 114–125. https://doi.org/10.1080/00131725.2020.1702747 Abstract: “The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that…
Comments closedMakawawa, J. C., Mustadi, A., Van Septriwanto, J., Sampouw, F., & Najoan, R. A. O. (2021). Primary school teachers’ perception of technological pedagogical content knowledge in online learning due to COVID 19. Jurnal Prima Edukasia, 9(1), 2021, 85-95. https://doi.org/10.21831/jpe.v9i1.35245 Abstract: “Primary school teachers need to have technological knowledge, pedagogical knowledge, and content knowledge…
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