Gokdas, I., & Torun, F. (2017). Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables. Educational Sciences: Theory & Practice, 17(5), 1733– 1758. doi:10.12738/estp.2017.5.0322 Abstract: “The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice…
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Durdu, L., & Dag, F. (2017). Pre-service teachers’ TPACK development and conceptions through a TPACK-based course. Australian Journal of Teacher Education, 42(11), 150–171. https://doi.org/10.14221/ajte.2017v42n11.10 Abstract: “This study examines pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers…
Comments closedDe Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7-23. https://doi.org/10.17471/2499-4324/988 Abstract: “In recent decades, there has been increasing research interest in teachers’ competences regarding the growing role of technologies…
Comments closedCan, B., Erokten, S., & Bahtiyar, A. (2017). An investigation of pre-service science teachers’ technological pedagogical content knowledge. European Journal of Educational Research, 6, 51–57. doi:10.12973/eu-jer.6.1.51 Retrieved from http://www.eu-jer.com/EU-JER_6_1_51_Bahtiyar_etal.pdf Abstract: “In order to reflect the integration of the teachers’ content knowledge, pedagogical knowledge, and technology usage skills to the class context and to…
Comments closedBeschorner, B.& Kruse, J. (2016). Pre-service teachers’ use of a technology integration planning cycle: A case study. International Journal of Education in Mathematics, Science and Technology, 4(4), 258-271. doi:10.18404/ijemst.73952 Abstract: “This study explored pre-service teachers’ use of Hutchison and Woodward’s (2014) Technology Integration Planning Cycle for instructional lesson planning in literacy.…
Comments closedWalker, R. X. (2017). Assessing teachers’ technological, pedagogical, and content knowledge in elementary schools (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10621442) Abstract: “TPACK, originally conceived by Mishra and Koehler (2006), was developed as a framework to better understand the knowledge and competencies required for teachers…
Comments closedMaloney, J. (2018). Fulbright FLTA CALL knowledge development and enactment: The role of context(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10812437) Abstract: “CALL teacher education (TE) is an important and growing area of CALL research. Teachers are viewed as ‘pivotal’ (Hubbard, 2008) for CALL technology adoption. What…
Comments closedMallernee, N. (2017). Exploring the use of iPads for literacy instruction in the 1:1 K-6 classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10639002) Abstract: “This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience…
Comments closedKarakaya, O. (2017). Investigating preservice teachers’ TPACK integration into lesson planning (Master’s thesis). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10681517) Abstract: “This study was situated in an educational technology course, Digital Learning in the PK-6 Classroom. The purpose of the present study was to investigate the relationship between…
Comments closedJin, Y. (2017). Longitudinal study of pre-service teachers’ development of TPACK in a required educational technology course (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10624184) Abstract: “This dissertation investigated the impact of prior knowledge, course design, and technology preparation on pre-service teachers’ development of technological pedagogical content…
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