Lux, N. J., Bangert, A. W., & Whittier, D. B. (2011). The development of an instrument to assess preservice teacher’s technological pedagogical content knowledge. Journal of Educational Computing Research, 45(4), 415-431. https://doi.org/10.2190/ec.45.4.c Abstract: “The purpose of this study was to develop and validate the Pre-service Teacher-Technological Pedagogical Content Knowledge Survey…
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Larkin, K., Jamieson-Proctor, R., & Finger, G. (2012). TPACK and pre-service teacher mathematics education: Defining a signature pedagogy for mathematics education using ICT and based on the metaphor “Mathematics Is a Language.” Computers in the Schools, 29(1-2). https://doi.org/10.1080/07380569.2012.651424 Abstract: “National professional standards for teachers in Australia (AITSL, 2011) expect teacher…
Comments closedKrauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. https://doi.org/10.1016/j.compedu.2011.12.010 Abstract: “Web-based digital video tools enable learners to access video sources in constructive…
Comments closedKohen, Z., & Kramarski, B. (2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38(1), 1-8. https://doi.org/10.1016/j.stueduc.2012.03.001 Abstract: “The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers’ integration of self-regulated learning (SRL) considerations while infusing technology into a…
Comments closedKennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education. Computers & Education, 57(4), 2224-2235. https://doi.org/10.1016/j.compedu.2011.05.015 Abstract: “This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The…
Comments closedKabakci Yurdakul, I., Odabasi, H., Kilicer, K., Coklar, A., Birinci, G., & Kurt, A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012 Abstract: “The purpose of this study is to develop a TPACK (technological pedagogical content knowledge) scale…
Comments closedJuniu, S. (2011). Pedagogical uses of technology in physical education. Journal of Physical Education, Recreation and Dance, 82(9), 41-60. https://doi.org/10.1080/07303084.2011.10598692 Abstract: “Teachers’ subject and pedagogical knowledge requires an understanding of the relationship between various elements, rather than thinking of them in isolation. In order to teach in a given discipline,…
Comments closedHsu, P. (2012). Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge. Teaching Education, 23(2), 195-213. https://doi.org/10.1080/10476210.2011.622041 Abstract: “The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in…
Comments closedHofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012.10782598 Abstract: “How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of…
Comments closedHechter, R. P. (2012). Pre-service teachers’ maturing perceptions of a TPACK-framed signature pedagogy in science education. Computers in the Schools, 29(1), 17. https://doi.org/10.1080/07380569.2012.657999 Abstract: “Teacher education programs across North America are transforming. What were once piecemeal programs consisting of often unrelated courses are now becoming coherent and intertwined trajectories toward…
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